Winter Term Week 7

Instructional Technology Consultant / STEM Specialist- The Center for Innovative Teaching and Learning at Indiana University Bloomington
The Principal Instructional Technology Consultant – STEM Specialist acts as a senior resource in the design and development of instructional technology services to faculty clients with a special emphasis on STEM-related disciplines and applied instructional approaches for these disciplines in active learning spaces. Located within the Center for Innovative Teaching and Learning (CITL) on the IU Bloomington campus, the position works within the larger context of the strategic goals and initiatives of UITS Learning Technologies (LT), campus-specific initiatives where instructional technology is a requirement, and across all of the CITL. Informs all consulting and support via a range of evidence-based instructional best practices and emerging technologies and instructional design. Actively collaborates on the evaluation and review of proposed new learning technologies. Collaborates with the CITL staff and LT leadership in aligning the role of instructional technology within broader initiatives. Serves as a mentor and coach to less senior consultants, leading through example and collaboration.

Postdoc in Biology Education Research- Department of Biology at Texas State University
Dr. Kristy Daniel is currently recruiting graduate students interested in biology education research to join her lab in the Department of Biology at Texas State University starting as early as Fall 2019. Currently, she has funding to support students interested in pursuing a MS focused on one of the following projects: Exploring consistency between biometric measures and self-reported usage during visual interpretation tasks; Image selection strategies within professional science communication; Interdisciplinary transfer skills connected to representational competence. Other potential projects are possible as well as consideration of Ph.D. candidates interesting in Biology Education Research. For more information, please contact Dr. Kristy Daniel (kristydaniel@txstate.edu).

Postdoc- Improving Practice Together Project, Stanford University Graduate School of EducationStanford University Graduate School of Education seeks a post-doctoral fellow to work with Dr. Hilda Borko and Dr. Jonathan Osborne on their NSF funded collaborative project with Lawrence Hall and a local school district.  The title of the project is “A Partnership to Adapt, Implement and Study a Practice-based Professional Learning Model and Build District Capacity to Meet the Challenges of NGSS.” Stanford University, the Lawrence Hall of Science at the University of California, Berkeley and the school district are conducting a 4-year project to study how to scale up a model for science professional learning (PL) for upper elementary (grades 3-5) classroom teachers which was the successful outcome of a previous 4-year project. The study began in the fall of 2017 and will finish in July 2021. In the previous project, Lawrence Hall developed a model of PL to support elementary teachers to engage their students in science-based discussions.  The primary focus of the PL model was to develop the use of discourse which supports argumentation from evidence, based on reading science texts and conducting inquiry-based science investigations. The outcome of the project showed that the approach was successful at generating a significant change in teachers’ capability to support this form of discourse.  In our second project, Lawrence Hall and Stanford are working collaboratively with the local school district to adapt the PL model based on the District’s objectives and constraints, and to build the capacity of a cadre of teacher leaders and a District program coordinator to implement the program independently. Concurrently, we are researching the adaptability of the PL model and the effectiveness of its implementation. The Lawrence Hall team has primary responsibility for working with the District to implement the PL model and build leadership capacity. The Stanford team has primary responsibility for collecting and analyzing video and interview data to investigate the modifications that are required for implementation by the school district, the tools that are needed to prepare and support teacher leaders to implement the PL program, and the impact of the program on classroom practices. These analyses will inform ongoing modifications to the PL model. The post-doc appointed to this project will be responsible for the day to day management of the project, supervising and organizing research assistants for the data collection, the data storage and the coding and rating of the data.  In addition, they will be expected to contribute to the publications and presentations that will result from the project. Candidates for this post must have an earned doctoral degree in science education or another appropriate discipline prior to starting the appointment. The successful applicant will have a demonstrated ability to engage in creative scholarship/research in science education and/or teacher professional development. The responsibilities of the position include working as part of a collaborative team with faculty and graduate students at the Stanford Graduate School of Education. Desirable attributes for this position include: strong formal background in research on science education or teacher professional development, experience in k-12 school settings, good content knowledge in K-12 science, and expertise in quantitative research methods. This position is open to all qualified applicants without regard to race, age, gender, religion, color, national origin, or physical disability. Application review will begin on April 10, 2018.  The successful candidate will be expected to start work by September 1, 2018 at the latest, preferably in June/July. Prospective applicants for the position can obtain further information from: Dr. Hilda Borko, Graduate School of Education Stanford University, 485 Lasuen Mall, Stanford, CA 94305 650 721 1660 (message), hildab@stanford.edu. Applicants should email a letter of interest describing their qualifications and a curriculum vita to Dr. Borko.

Teaching Specialist in Mathematics- The University of Kansas Center for STEM Learning
The Teaching Specialist will teach introductory undergraduate mathematics courses, and will work with the Center for STEM Learning, the Mathematics Department faculty, and Teaching Specialists in the Mathematics Department and other STEM units on implementation of undergraduate teaching reform. The successful candidate must have appropriate authorization to work in the U.S. before employment begins. Job duties include:

  1. Teaches the equivalent of three UKanTeach mathematics lecture courses per semester (fall, spring). These courses may include MATH 115 (with the associated coordination duties) and other undergraduate courses as needed.
  2. Participates in regular meetings of departmental instructors for CSTEM and Mathematics.
  3. Implements the use of instructional technology in the teaching of courses.
  4. Provide advising for math majors in the Center for STEM Learning’s UKanTeach program.
  5. Holds regular office hours for students involved in classes taught.
  6. Adheres to Center, College, and university policies and procedures

A complete online application includes 1) a statement of the candidate’s goals and vision for the unit; 2) a curriculum vitae containing information on accomplishments in research, teaching, service, and administration; 3) a list of three references, and their contact information, who could speak to the qualifications and preparedness of the candidate to lead the unit.  Only complete applications will be considered.   For additional information about the position, please contact Dr. Steven Case, (785) 864-4471stcase@ku.edu. Initial review of applications will begin March 20, 2018 and will continue as long as needed to identify a qualified pool.

Research and Outreach Coordinator- The SPICE Program and the Center for Optical, Molecular and Quantum Science , University of Oregon
The purpose of this position is to act as the coordinator for center programs and events. Primary duties include: coordinating travel for center personnel and guests; event and program coordination; data collection and database management; hiring, training, and overseeing the work of student workers; marketing and public communications about the center outreach and teaching mission; responding to requests both verbally and in writing; assisting faculty with projects; and assisting center administrator with day-to-day projects.

 


Winter Term Week 6

Summer Camp Lead Educator- University of Oregon Museum of Natural and Cultural History
The Summer Camp Lead Educator will develop and teach two weeks of summer camps at the Museum of Natural and Cultural History (MNCH) in August 2018. The camps are week-long programs for a small group (8-14 participants) of 7-11- year-old children. Lessons will focus on the science of archaeology and paleontology, including Oregon Native American history and culture, as well as Oregon’s animals, environment, and ecology. Activities should be hands-on and relate to the exhibit currently on view. Field trips to local labs and other educational sites are also included. Past summer camp curricula are available to work from and instructor is encouraged to use these existing resources as appropriate.

Summer Outreach Educator- University of Oregon Museum of Natural and Cultural History
This position delivers interactive, hands-on educational programs to youth and family audiences at public libraries statewide. This year the primary program will be Oregon Rocks!, focusing on geology and paleontology. The position requires independent statewide travel by car, including several multi-day trips with overnight stays throughout the summer. Vehicle provided and travel costs are covered by the Museum.

Postdoctoral Position in Biology Education working with Dr. Sarah L. Eddy- Florida International University
Florida International University’s Department of Biological Sciences and the STEM Transformation Institute is searching for a full-time postdoctoral research associate in biology education research. The position will focus on an NSF-funded project to understand the relationship of different sources of motivation (such as interest in biology content and career goals) on the experiences undergraduates pursue outside of the classroom and their ultimate persistence in pursuing their personal career goals. This work will help us identify who is not accessing the critical undergraduate experiences needed to be competitive to transition to the next steps in their career pathway and help develop interventions to increase this access. The successful applicant will also be encouraged to develop projects based on their own interests and will have opportunities to interact and collaborate with nine discipline-based education faculty across multiple STEM fields through the STEM Transformation Institute. Florida International University is a public, urban, minority-serving research institution serving over 55,000 students located in Miami, FL. The position requires either a PhD in biology with a demonstrated interest in education; science education; educational psychology; or other related fields. Candidates should have experience with quasi-experimental study design, strong statistical analysis experience, and evidence of scholarly writing skills. The appointment is for one year with possible renewal for a second contingent upon satisfactory performance. Review of applications will begin March 1st, 2018. Start date is flexible, but ideally the successful candidate would start by June 1st 2018. Any questions about this position can be directed to Dr. Sarah L. Eddy (sarah.eddy@fiu.edu). To apply, please send a cover letter, CV, a one-page summary of education research interests, and the names of three references to stem@fiu.edu. Please indicate in the email that you are applying to work with Dr. Eddy

Postdoc Scholar in Environmental DNA Research, Education, and Outreach- UC Santa Cruz
UC Santa Cruz department of Ecology and Evolutionary Biology (EEB) is recruiting one full-time postdoctoral scholar to perform environmental DNA (eDNA) research and science education outreach. The position is ideal for a candidate with a background in molecular biology. In collaboration with project partners in the department of Ecology and Evolutionary Biology (EEB) at UC Los Angeles, the postdoctoral scholar will help establish a new education program called eSIE: environmental DNA for Science Investigation and Education, supported by a grant from the Howard Hughes Medical Institute (HHMI) jointly awarded to UCSC and UCLA. The scholar will work with a team of researchers and science education experts on eDNA research that connects to the eSIE program.

Postdoc Scholar in Environmental DNA Research and Science Education Research & Communication- UCLA
UCLA department of Ecology and Evolutionary Biology (EEB) is recruiting one full-time postdoctoral scholar to perform environmental DNA (eDNA) research combined with science communication and discipline-based education research (DBER). The position is ideal for a candidate with a background in ecology and/or genetics as well as interest in curriculum development in undergraduate education. In collaboration with project partners in the department of Ecology and Evolutionary Biology (EEB) at UC Santa Cruz, the postdoctoral scholar will help establish a new education program called eSIE: environmental DNA for Science Investigation and Education, supported by a grant from the Howard Hughes Medical Institute (HHMI) jointly awarded to UCSC and UCLA. The scholar will work with a team of researchers and science education experts on the eSIE program, and have the opportunity to publish in both scientific research and DBER fields.

Winter Term Week 5

Adjunct Assistant Professor (2018-2019)- Vassar
Our department is seeking to hire an adjunct assistant professor for 2018-19 for 4 course units spread over fall and spring semesters. The normal course load is 5 units, so this is for 4/5 pay. It includes benefits plus medical benefits, but does not include any moving expenses. The courses are expected to be: in fall 2018, 1 section of introductory physics PHYS 113: mechanics plus 2 sections of 113 lab; in the spring, 2 sections of introductory physics PHYS 114: E&M (no lab sections; lab sections count 0.5 units). If interested, please send a letter of interest and a CV to the department chair, Prof. Debra Elmegreen, elmegreen@vassar.edu <mailto:elmegreen@vassar.edu> no later than March 1 for consideration. PhDs or ABDs are welcome to apply.
(we will consider someone interested in just one of the semesters, but that that position would not include benefits and would be a per-course pay (less than the 4/5 position.)

Director Position of Cal Teach Program- UC Irvine
The UCI Cal Teach Undergraduate Blended Program in Science and Mathematics is an undergraduate teacher preparation program for aspiring middle school and high school math and science teachers. Several hallmarks of the program are: a) participating students earn a bachelor’s degree in a math or science discipline and earn a California single subject math or science teaching credential during their 4 undergraduate years; b) all teacher certification course topics are taught in the context of the teaching and learning of math and science (no generic education courses); c) many of the teacher certification courses have a practical classroom field component in regional, high need schools ; and d) teacher certification courses are taught by a combination of UCI research faculty from Education, Mathematics, and Science departments, as well as by highly qualified and experienced K-12 math and science teachers who hold the title of master teacher. We are seeking a program director with knowledge of curriculum, pedagogy and current research in science or math education. The position will be 100% during the academic year and include part-time responsibilities as a science or math education master teacher. The position is expected to start in spring 2018. The Director of CalTeach is responsible for the coordination of the Cal Teach Undergraduate Blended Program in Math and Science, providing overall management, supervision, and leadership and working with university partners and public school districts. This includes collaboration with district and site administrators, mentor teachers, as well as supervision of lecturers, supervisors of teacher education, and program coordinators. The director will establish strategic directions and plans for CalTeach in partnership with co-directors in the schools of biology and physical science; oversee the ongoing development and refinement of the core curriculum in alignment with state certification requirements; recruit, hire, and supervise instructors and program staff; oversee the marketing of the program and the recruitment and retention of students; and secure and manage external grants.

Post-Doctoral Fellow Position- Erin K H. Saitta
We are seeking a postdoc for an NSF-funded collaborative research project which explores the use of a mixed-reality simulator to prepare graduate teaching assistants for student-centered instruction in physics, chemistry, math and computer science.  Those with a background in chemistry education research or physics education research, or realated field are encouraged to apply. The successful candidate will spend at least 50% of their time on the GTA training project, but due to the nature of the funding, there is some freedom to collaborate on existing projects and to lead new research directions. Duties will include designing simulator lessons, conducting classroom observations and interviews, collecting student learning data, data analysis, preparing manuscripts for STEM education journals, presenting at related conferences, and supporting graduate and undergraduate researchers. The candidate is expected to start by June 30, 2018. The salary is $50,000 plus benefits. The successful candidate will also receive a one-time $5000 stipend to support personal research activities (usable for expenses such as travel, page fees, and human subjects support).

Temporary Academic Coordinator for Introductory Biology – UCSB
The Department of Ecology, Evolution and Marine Biology (EEMB; www.eemb.ucsb.edu) at the University of California, Santa Barbara invites applications for a Temporary Academic Coordinator position, at the rank of Academic Coordinator I. The Academic Coordinator assists in administering course activities in the Introductory Biology Program consisting of a laboratory course and one or two lecture courses each quarter. These courses have enrollments of approximately 800-1100 students each quarter.
The Academic Coordinator will provide logistical assistance to the operation of both lecture and lab courses. This includes scheduling of lectures, exams and laboratories, production of syllabi, maintaining the course websites, and honors sections. Additionally, the Coordinator will work collaboratively with the Program Manager in scoring of lecture and laboratory exams, and distribution of teaching materials to faculty. The Coordinator will be included in lab planning, assisting with weekly training sessions, the preparation and maintenance of supporting documentation of all quarterly lab expenditures, manage inventory of all equipment and lab consumables, and coordinate repair and maintenance service for all lab equipment. The Coordinator will work closely with and report to, the Academic Coordinator II but must be capable of all duties with a minimum amount of supervision. Candidates should be able to demonstrate the ability to integrate material from different parts of the Introductory Biology course(s) and understand how they relate to one another by providing evidence of previously managing an instructional program in the biological sciences. Candidates
with prior experience coordinating and managing large (several hundred
students) Lecture / Laboratory courses in biology are preferred. The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service. This position requires a Bachelor’s degree. This position will start as
soon as possible and will be for an initial period of one year with the possibility of an additional year. Electronic applications (including a cover letter, CV and contact info only of 3 references) should be submitted to: https://recruit.ap.ucsb.edu/apply/JPF01190. For Full consideration, please apply by 02/16/18. Thereafter, position will be open until filled.

Winter Term Week 3

Assessment and Evaluation Specialist- The Cornell Center for Teaching Innovation
The Center for Teaching Innovation (CTI) is a newly created unit in the Office of the Vice Provost for Undergraduate Education (VPUE). Working directly under the Vice-Provost for Academic Innovation, the CTI’s mission is to promote academic success for all undergraduate students by supporting faculty excellence and innovation in teaching.
The Assistant/Associate Director serves as a member of the CTI’s leadership team, advises the Executive Director on key issues, and provides leadership for strategic initiatives related to best practices in course, department and institutional assessment and evaluation of teaching, learning and student success. She/he joins a seasoned group of instructional professionals, committed staff and faculty and serves as a liaison between the CTI and academic units on campus. Working directly with and under the supervision of the CTI Executive Director, the Associate Director for Assessment and Evaluation will be responsible for designing and implementing assessment studies to examine a wide range of educational initiatives. This will include innovations that focus on pedagogy, curricular, and educational technology, including the use of online learning, to further the understanding of how those efforts contribute to student learning and satisfaction. They will be responsible for leading lead CTI programs in the areas of assessment and evaluation of teaching and learning, develop and implement consultation services to support faculty in effectively accessing and interpreting course- and department-based data and learning analytics on student learning, and provide consultations on implementing evidence-based learning strategies. They will provide input on strategy and priorities for the assessment of educational efforts at Cornell and translate that strategy into short- and long-term action plans. And, complete data collection practices and procedures, analyses, and reporting as assigned. Additionally, the Associate Director will lead the assessment and evaluation of CTI programs and services; contribute to projects across academic affairs related to assessment and evaluation of instructional improvement, student learning outcomes, and the scholarship of teaching and learning; consult with members of the Cornell community about evaluation plans for internally and externally funded education grants, assessment of student learning outcomes and experiences; and support projects related to the scholarship of teaching and learning. The successful candidate will possess a proven track record as an administrator, as a teacher of a discipline within higher education, a strong appreciation of the faculty role in a research university, and the ability to gain the confidence of faculty to catalyze support and enthusiasm for advancing the educational mission of the university. She/he will have a proven track record in quantitative data analysis and/or knowledge of statistical applications.

Postdoc Position- University of Maine
The postdoctoral research associate will be involved in a project that aims to enhance the experience of first-year STEM students at the university level.  The project will be focused on understanding the first-year student experience and designing professional development for faculty. Salary for this position is between $45,000 and $47,000 commensurate with experience.
Essential Duties & Responsibilities:

  • Helping to develop and facilitating professional development programs targeting STEM faculty
  • Managing the collection and analyses of classroom observations and course artifacts
  • Interviewing STEM faculty on topics related to their instructional practices
  • Conducting statistical analyses on survey data collected from students enrolled in STEM courses
  • Providing logistical support for project coordination
  • Additional duties as assigned

Postdoctoral Position- UNC-Greensboro
The University of North Carolina at Greensboro (UNCG) School of Education invites applications for a Postdoctoral Fellow position in Science Education. The postdoctoral position will provide opportunities for research and engaged scholarship related to K-12 science teaching and learning. Responsibilities include: Contribute to the implementation and evaluation of grant-funded projects.
Collaborate with faculty, graduate students, and classroom teachers to advance a research program related to the teaching and learning of science in the context of societal issue

 

Winter Term Week 2

Career Instructor Position - University of Oregon
The Department of Human Physiology at the University of Oregon is seeking an innovative instructor to join a growing nationally-recognized program that provides flexible curriculum and an engaging learning environment for ~1200 undergraduate majors who aspire to be professionals in health science fields such as medicine, physical therapy, occupational therapy, nursing, dentistry, pharmacy, education, and research. This is a Non-Tenure Track Career Instructor position. Candidates must have demonstrated excellence in teaching and learning strategies at the university level and preference will be given to individuals who hold a PhD degree in human physiology or a related field. Special consideration will be given to candidates with strong backgrounds in systems physiology including nerve, muscle, cardiovascular, respiratory, metabolic and/or exercise physiology. Specific teaching needs include undergraduate classes in Human Physiology, Research Methods, and related General Science credit courses (http://physiology.uoregon.edu/courses).
The successful candidate will be expected to engage in departmental and university service, work effectively with faculty, staff, and students with diverse backgrounds, participate in student advising, and to be a leader in evidence-based pedagogy for the Department of Human Physiology. Located 110 miles south of Portland, the University of Oregon has an enrollment of 24,000. The Eugene metro area population (250,000) is in a region noted for its high quality of life and progressive cultural environment. We are approximately a one-hour drive from the Pacific Coast and the Cascade Mountains. The University is an AAU research institution and a member of the Pac-12 Conference. Applicants should submit a curriculum vitae, teaching portfolio (inclusion of links to online portfolio content is acceptable), and the names and contact information of three references via the online job posting at: https://academicjobsonline.org/ajo/jobs/10719. Questions about the application process can be directed to Dr. Anita Christie (adc1@uoregon.edu). To ensure consideration, please submit application materials by February 2, 2018. The position will remain open until filled. The UO is an EO/AA/ADA Institution, committed to cultural diversity. The University encourages all qualified individuals to apply, and does not discriminate on the basis of any protected states, including Veteran and disability status.

 Cell and Developmental Biology Faculty position- East Carolina University
The Department of Biology at East Carolina University invites applications for a nine-month appointment as Teaching Assistant Professor in Cell and Developmental Biology. This non-tenure track faculty position will begin August 13, 2018, with the possibility of subsequent renewal and advancement in title.  The faculty member will teach core courses in cellular, molecular, and developmental biology, and potentially a course in science communication. This individual will convey an enthusiasm for using innovative teaching approaches at introductory and advanced undergraduate levels. Working in collaboration with departmental colleagues, the faculty member will take a lead role in enhancing the Cell and Molecular curriculum for Biology and Biochemistry majors and promoting teaching excellence. Undergraduate advising and participation in university, community, and professional service are expected. Opportunities to engage in mentoring of undergraduate researchers are available. A Ph.D. in Cell Biology, Developmental Biology, or a related field (such as Molecular Biology, Genetics, or Physiology) with training in Cell and Developmental Biology, and a strong record of scholarly achievements, are required. Qualifying degrees must be received from appropriately accredited institutions. Candidates with at least one year of teaching and/or post-doctoral research experience are preferred. Applicants must submit a cover letter, curriculum vitae, contact information for at least three references, and a statement of teaching experience/philosophy online at www.jobs.ecu.edu using the position number 600014 – Fixed Term Faculty in Cell and Developmental Biology. Teaching statements should describe plans for combining your research experience with your teaching practices. Please include examples of past and potential contributions to diversity and address how your personal experiences and professional plans support our commitment to diversity and inclusion. We will ask top candidates to have three reference letters sent to the Search Committee Chair via email within 7 days of notification. Official transcript and original hard-copy reference letters are required upon employment. Inquiries regarding this position may be directed to Dr. Elizabeth Ables (ablese@ecu.edu), Search Committee Chair, or Jennifer B. Jacobs (jacobsje15@ecu.edu), Lead Administrative Associate. Review of applications will begin on February 1, 2018.

Faculty Development Center Director- Rollins College
Rollins College seeks an experienced, collaborative Director for the Endeavor Center for Faculty Development, endowed by the Endeavor Foundation. The Director will report to the Vice President for Academic Affairs and Provost. The Center provides wrap around professional development for all faculty across the professional lifecycle, including offering new faculty and mid-career faculty workshops, strengthening the College’s culture of assessment, and supporting a mentoring program. Rollins has a long history of innovative teaching and a commitment to demonstrating student learning through multiple measures, including the AAC&U VALUE rubrics. The Director will support faculty in the design of highly effective assignments, as part of a college-wide effort to understand the impact of assignment design and assessment of learning outcomes on student progression. In addition, there will be the opportunity to teach up to two courses a year at Rollins. Successful candidates will have a doctoral degree, experience with faculty development, and expertise in education research at the undergraduate level. The Director will partner with the Director of Institutional Research, Director of Institutional Analytics, and the Assistant Provost for Institutional Effectiveness to understand the impact of professional development on advancing student learning. Collaborations with the Academic Deans, Instructional Technology, Tutoring and Writing Center, Social Innovation and Entrepreneurship Hub, Center for Global Initiatives, Career and Life Planning, and Center for Leadership and Community Engagement will support our integrated approach to educating Rollins students.
Located in residential Winter Park, Florida, just minutes from the dynamic city of Orlando, Rollins offers a highly collegial and collaborative work environment, across three schools. In addition to full time programs for undergraduates in the College of Liberal Arts, Rollins maintains undergraduate and graduate degree programs for working adults through its evening program at the Hamilton Holt School and graduate business degree programs through its Crummer Graduate School of Business.

Postdoc position- University of Maine by Marilyne Stains
The postdoctoral research associate will be involved in a project that aims to enhance the experience of first-year STEM students at the university level. The project will be focused on understanding the first-year student experience and designing professional development for faculty. Salary for this position is between $45,000 and $47,000 commensurate with experience.
This postdoc includes:

  • Helping to develop and facilitating professional development programs targeting STEM faculty
  • Managing the collection and analyses of classroom observations and course artifacts
  • Interviewing STEM faculty on topics related to their instructional practices
  • Conducting statistical analyses on survey data collected from students enrolled in STEM courses
  • Providing logistical support for project coordination

Preparing Future Faculty Fellowship- James Madison University
The Department of Biology at James Madison University is seeking a MICROBIOLOGIST as part of the Preparing Future Faculty (PFF) Program with an anticipated start date of August 1, 2018.  This program was developed to provide teaching opportunities to minority doctoral candidates prior to the completion of the dissertation and also to create opportunities to attract more minority candidates to the teaching profession. Responsibilities of the fellowship include teaching one of the numerous microbiology-related offerings during the 20018-19 school year, working closely with a faculty member in the area of specialization, and working towards completing the dissertation with the home institution. Compensation is $9,000/semester stipend, $1,000/semester for travel, and JMU will provide on-campus housing. The PFF program is consistent with JMU institutional objectives that seek to promote access, inclusion and diversity that are foundational for the provision of outstanding education.  The PFF program is mutually beneficial to all participants.  It provides mentorship to PFF fellow, contributes to the atmosphere of inclusivity at participating academic units, brings new perspectives to students and establishes connections between our partner-HBCUs and JMU.

Research Associate Position- The Concord Consortium
The Research Associate will work in our Concord, MA offices with senior research personnel to coordinate and conduct research on learning in formal and informal settings. The Research Associate will contribute to research on novel learning materials design and middle and high school curriculum units that integrate modeling, sensor-based laboratories, performance assessments, and software to help students achieve a deeper understanding of core ideas in biological, physical, and Earth sciences. The Research Associate will also be involved in data collection and analysis and support evaluation of museum-based studies, teacher workshops, teacher preparation, and classroom enactments. The Research Associate will help study the impact and use of computationally enhanced craft materials, as well as coordinate field testing of technologically enhanced, NGSS-aligned curriculum and assessment materials in middle and high school classrooms. We’re looking for a team player who is excited to work in a stimulating, technology-rich environment to help make a difference in education. This position will work on multi-year research projects that may include the following:  InquirySpace 2 – This project will develop technology, curricular, and educative teacher materials to support learning science by doing science This project builds on prior work that has demonstrated the feasibility of using a sequence of physics activities that significantly improved students’ abilities to undertake data-based experiments and led to productive independent investigations. InquirySpace 2 will improve the physics sequence, extend the approach to biology and chemistry, and adapt the materials to the needs of diverse students by integrating tailored formative feedback in real time. The result will be student and teacher materials that any school can use to allow students to experience the excitement and essence of scientific investigations as an integral part of science instruction. The project plans to create and iteratively revise learning materials and technologies and will be tested in 48 diverse classroom settings. The educational impact of the project’s approach will be compared with that of business-as-usual approaches used by teachers to investigate to what extent it empowers students to undertake self-directed experiments. This is a grant-funded, 100% FTE position. The successful candidate will be required to work on site in Concord, MA and must be authorized to work in the United States.The Concord Consortium offers a rich variety of benefits, including up to four weeks of vacation, medical and dental insurance, tuition reimbursement, a generous TIAA-CREF retirement plan, and life and long-term disability insurance. Our work environment is casual and stimulating. Please send your resume, cover letter, and a sample research paper to: hrjr+RA@concord.org

Research Assistant Professor Position – Smart Energy – Binghamton University
The Freshman Research Immersion (FRI) program at Binghamton University will hire a Research Assistant Professor, to begin August 13, 2018. This full-time position is for a three-year duration and candidates must have graduate degree before starting. This is a 10 month non-tenure track faculty position, with additional extra service commitment for two-summer weeks. This position is for Smart & Clean Energy (open to Ph.D.’s with appropriate background in chemistry/materials science/physics/electrical engineering). FRI Smart Energy is a successful program in which a Research Assistant Professor guides freshmen and sophomores in innovative research that advances the field of smart and clean energy. The Research Assistant Professor shapes the research theme. For example, past FRI cohorts have employed sophisticated techniques under the guidance of the Research Assistant Professor conducting research in this stream’s area. Essentially, this position will entail teaching large numbers of college students (~30 per cohort) how to conduct authentic research and, in doing so, will help students develop the professional skills desired by graduate schools and employers. Within that process and working with a faculty advisory team, the Research Assistant Professor maintains and/or expands his/her research program. The Research Assistant Professor reports to the FRI Director, and also works closely with the faculty sponsoring-team of this research stream. Overall, FRI provides an excellent tr! aining program for new PhDs and, thus, is an exceptional transition that positions the Research Assistant Professors for a wider array of future STEM positions (from full range of higher education institutions to STEM education research).

 STEM Education Position- Georgia Southern University
The Institute for Interdisciplinary STEM Education (i²STEMe) in the College of Education at Georgia Southern University invites applications and nominations for the position of Assistant Professor of STEM Education. A link with an extended description can be found here.

Two Curriculum Fellow positions- Harvard Medical School
We are launching searches for Curriculum Fellows to fill two newly created positions at Harvard Medical School. We are looking for talented candidates for a Curriculum Fellow in Quantitative Biomedical Training and a Curriculum Fellow for the Harvard/MIT MD-PhD Program.  Curriculum Fellows (CFs) are PhD-trained scientists (MD is OK for the MD/PhD position) who are looking to impact graduate biomedical education while also getting career development mentorship and gaining pedagogy experience. The Quant Fellow will work with HMS faculty to improve and integrate the quantitative component of the biomedical PhD curriculum. The MD-PhD CF will focus on the curricular and paracurricular components of the Harvard/MIT MD-PhD Program, with a particular focus on the analysis of existing student outcomes data. Detailed descriptions for both positions are in the attached pdfs and on the Curriculum Fellows Program website, and we will be reviewing applications on a rolling basis.

Winter Term Week 1

Assistant/Associate Professor - Science Education, housed in discipline; California State University-Fresno
The College of Science and Mathematics at California State University, Fresno invites applications for an Assistant or Associate Professor
position in Science Education, to be housed in the disciplinary content area of his/her expertise. The position requires a Ph.D./Ed.D. from an accredited institution or equivalent, and teaching, research, and service responsibilities. Review of applications will begin on January 18, 2018. California State University, Fresno is an Affirmative Action/Equal Opportunity Employer.

Assistant Professor (tenure track)-  Texas A&M University-Commerce
The Department of Physics and Astronomy at Texas A&M University-Commerce invites applications for a tenure-track Assistant Professor position in Physics Education Research (PER). The position will begin Fall 2018, and is contingent upon the availability of funds. A PhD in Physics, Astronomy, or a closely related field is required. The successful applicant should have a strong interest or demonstrated experience in teacher preparation. The new faculty member will be expected to: carry out a vigorous, externally-funded research program with a primary emphasis on physics education research for undergraduate and graduate projects, advise students, and participate fully in the teaching program of the department. Over the past three years, the department of physics and astronomy has introduced a Learning Assistant program into its introductory physics classes and physical science classes for pre-service elementary school teachers. We have developed a unique, completely online MS program in physics for in-service high school physics teachers and are in the process of building up our undergraduate physics teacher education program. Two members of our faculty are PhysTEC fellows. The successful applicant will be involved in the continued development and expansion of these programs.

Department Head position – Dept. of Biological Sciences, Purdue University
The Department of Biological Sciences is a sizable group of ~60 faculty members covering all aspects of Biology.  The faculty are engaged in a large number of outstanding research areas, many of which interface extensively with several larger units on campus including the Purdue Center for Cancer Research and our research flagship enterprise, Discovery Park.  In addition, our Department is leading new initiatives in life science research that are centered on Neuroscience and on Immunology and Infectious Diseases.  Plans are also underway for a joint Biology-Chemistry Teaching Lab Building.  I personally feel it is a great time for the Department and we look forward to attracting a dynamic individual to help lead several of these efforts.

Director- University of Delaware
We are excited to announce that we are accepting applications for the position of Director of the Interdisciplinary Sciences & Learning Laboratories at the University of Delaware. The successful candidate will have a scholarly record commensurate with appointment as a tenured faculty member in an appropriate STEM department at the University of Delaware. The position is open to candidates with a scholarly specialization in any area of laboratory science or science education, especially those dedicated to interdisciplinary science. The start date of the position is September 1.

ICE Curriculum Writer Position-Hannah Sevian
Please find below a position posting for a chemistry curriculum writer in Baltimore City Public Schools. This two-year position is part of a grant funded by the DRK-12 program at NSF (DRL-1721163). Please bring this job opportunity to the attention of interested people with experience in high school chemistry teaching and chemistry curriculum design. Prospective applicants with questions can contact Joshua Gabrielse (JMGabrielse@bcps.k12.md.us).

Lecturer in Biochemistry & Molecular Biology- University of Georgia
Successful applicants must be able to begin teaching the first week of August 2018. A Ph.D. in a relevant field (biochemistry, molecular biology, cell biology, or similar) is required. Responsibilities include instruction of three sections of a one-semester Introductory Biochemistry and Molecular Biology service course each semester. This course aims to build understanding of protein structure and function and metabolism among science and engineering students who are not biochemistry majors, including many pre-health professional students. The successful candidate will join a vibrant, dynamic, and forward-thinking group of faculty engaged in teaching this course and in offering progressive undergraduate and graduate instruction across life science departments, including several faculty who specialize in biology education research. The University of Georgia is also home to the SEER Center (Scientists Engaged in Education Research;https://seercenter.uga.edu/), which supports collaborations among scientists and educators across campus to investigate and improve undergraduate STEM instruction.

 Post-Doctoral Position- Suzanne Ruder
We are seeking a post-doctoral fellow for an NSF-funded collaborative research project to create and evaluate resources to elicit and assess process skills in STEM. The primary responsibilities of the post-doctoral fellow include: contribute to rubric development and assessment; analyze classroom implementation data; contribute to development of instructor implementation guide; mentor chemistry education research (CER) graduate and undergraduate students; participate in collaborative project meetings of the team members; develop and run workshops at regional and national meetings; present research at conferences; and draft manuscripts for peer-reviewed publication. The project leadership includes Suzanne Ruder (Virginia Commonwealth University), Renée Cole (University of Iowa), and Juliette Lantz (Drew University). The post-doctoral fellow will be located at VCU, but will work closely with all members of the project team. This will include participation in weekly virtual meetings and regularly scheduled face-to-face meetings. Required: Ph.D. from an accredited institution in a STEM field, discipline-based education research, science education, or a related field. A demonstrated ability to work/collaborate with others. Desired: Demonstrated experience with one or more of the following: conducting chemistry education/science education research using qualitative research methods; instrument development and assessment; analyzing qualitative data; strong oral and written communication skills. Applicants should submit letter of interest, vita, and list of three references tosruder@vcu.edu. Curriculum vitae should include publications and presentations. Review of applications will begin on January 31, 2018 and continue until position is filled. The exact start date is negotiable but is planned for summer or fall 2018.

 Postdoc position – Virginia Commonwealth University-
We are seeking a post-doctoral fellow for an NSF-funded collaborative research project to create and evaluate resources to elicit and assess process skills in STEM. The primary responsibilities of the post-doctoral fellow include: contribute to rubric development and assessment; analyze classroom implementation data; contribute to development of instructor implementation guide; mentor chemistry education research (CER) graduate and undergraduate students; participate in collaborative project meetings of the team members; develop and run workshops at regional and national meetings; present research at conferences; and draft manuscripts for peer-reviewed publication. The project leadership includes Suzanne Ruder (Virginia Commonwealth University), Renée Cole (University of Iowa), and Juliette Lantz (Drew University). The post-doctoral fellow will be located at VCU, but will work closely with all members of the project team. This will include participation in weekly virtual meetings and regularly scheduled face-to-face meetings. Required: Ph.D. from an accredited institution in a STEM field, discipline-based education research, science education, or a related field. A demonstrated ability to work/collaborate with others.Desired: Demonstrated experience with one or more of the following: conducting chemistry education/science education research using qualitative research methods; instrument development and assessment; analyzing qualitative data; strong oral and written communication skills. Applicants should submit letter of interest, vita, and list of three references to sruder@vcu.edu. Curriculum vitae should include publications and presentations. Review of applications will begin on January 31, 2018 and continue until position is filled. The exact start date is negotiable but is planned for summer or fall 2018.

Undergraduate Biology Education Research (UBER) REU Site at University of Georgia
UBER is a nine-week, NSF-funded program to involve undergraduates in designing and conducting research on biology teaching and learning with mentorship from faculty in UGA’s Division of Biological Sciences and College of Education. Program dates: May 21 – July 21, 2018. Students will be paid a stipend of $4500 and receive a $750 food stipend. Housing will be provided in UGA dormitories at no cost. Travel assistance to UGA is available up to $500 per student. Application deadline: February 19, 2018.

Break Week December 14

Assistant Director, Center for Teaching and Learning - Amherst College
The Amherst College Center for Teaching and Learning (CTL) seeks an experienced, thoughtful, and inspiring educational developer to join a growing team to build and sustain a vibrant and inclusive learning community at a small, highly selective private liberal arts institution.  The assistant director/STEM specialist is a full-time, year-round position, with a job group and level of RI-4. Reporting to the director of the CTL, the assistant director/STEM specialist collaborates with individuals and departments to promote effective teaching and learning strategies and to help foster inclusive classroom environments.  This work is profoundly important because Amherst College has transformed its student body so that today, nearly one-quarter of Amherst’s students are Pell Grant recipients, 45 percent of our students identify as domestic students of color and over ten percent are international students.  Our expectation is that the successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation, and religion. The individual in this role will collaborate with colleagues at local, regional, and national levels to promote excellence in education at Amherst College. The successful candidate will work on initiatives and programming focused on science and quantitative education and will play a key role within the CTL staff.  The assistant director/STEM specialist contributes to program development, evaluation, communication, and administration of a growing educational development program.

Assistant Director of Program Development and Assessment - Yale University
Yale’s MD-PhD Program is seeking a motivated professional to fill a newly designed educational support role. Reporting to the Director of Yale’s MD-PhD Program, the Assistant Director of Program Development and Assessment will provide expertise and support for the development and implementation of educational activities within the MD-PhD program and establish processes to evaluate their effectiveness and impact. This position will be responsible for developing ongoing mechanisms so that the work of our program is informed by data.The successful candidate will work with the Director to conduct ongoing assessment of programs and services, analyze workshop activity, surveys, and other evidence of impact, and draw on such data for iterative improvement of MD-PhD services; design and implement consultations, workshops, and other programming for MD-PhD students, informed by educational and programmatic needs; assist Director with management of mentoring programs, learning communities, and other cohort-building experiences centered in the MD-PhD program, collaborating with other program colleagues as appropriate, work with the Director on strategic planning and cultivating partnerships on campus to identify new needs and opportunities. Identify best practices and resources available beyond Yale; provide faculty support for course design, instructional design, and assessment development and delivery for courses customized to enrich MD-PhD graduate training, as well as for courses to increase the pipeline of students entering MD-PhD training; and represent the MD-PhD program’s work at briefings, campus visits, conferences, and other academic venues, and disseminate program innovations and outcomes in scholarly publications among other responsibilities.

Lecturer, Psychology- Columbia University
Columbia University invites applications for a Lecturer in Discipline position in the Department of Psychology to begin July 1, 2018. This is a full-time appointment with multiyear renewals contingent on successful reviews. Candidates are expected to have strong teaching experience, evidence of teaching excellence and growth, and sound knowledge of the field. While applicants with experience in other areas of research will be considered, we are especially interested in individuals with expertise in behavioral neuroscience, methods, and statistics. Responsibilities will include developing and teaching undergraduate courses, advising undergraduate majors in Psychology and Neuroscience & Behavior, introducing new instructional methods and otherwise promoting teaching excellence in our department. All applicants must have a Ph.D. or its professional equivalent, excellent teaching ability, and sound knowledge of the field. Review of applications will begin on December 1, 2017 and will continue until the position is filled.

 

Fall Term Finals Week- December 4, 2017

Assistant/Associate Professor of Science Education- Florida International University
Florida International University’s Department of Teaching & Learning in the College of Arts, Sciences and Education invites applications for the position of Assistant/Associate Professor of Science Education.  FIU has a close relationship with Miami-Dade County Public Schools (M-DCPS), the fourth largest school district in the nation, providing the largest number of new teachers to the district with 35% of M-DCPS teachers already possessing an FIU degree.  Thus, candidates must demonstrate strong ability in developing future science teachers as well as working with in-service science teachers.  Furthermore, advancing STEM education is a core value across FIU, with science education research and evidence-based practice at the forefront of that commitment.  As such, candidates must show a strong research background and will be expected to establish/maintain a strong research program (external funding, peer-reviewed scholarly work, national/international collaborations, mentoring of undergraduate/graduate researchers).  The successful candidate will also be required to provide service to their department, college, and/or university. Required background includes:
• Earned doctorate in science education or in a related field with expertise in science education research
• Scholarly activity (grant funding, publications, etc.) commensurate with experience
• Science teaching experience with preference given to those with at least 2 years teaching experience at the elementary and/or secondary level
• Strong leadership and communication skills
Job Opening ID 512486

Post-doctoral Position in Science Education Research- University of Nebraska-Lincoln
The School of Natural Resources at University of Nebraska-Lincoln (UNL) is searching for a full time post-doctoral position in science education research. The postdoctoral scholar will assist research for an NSF funded project Making Decisions about Socioscientific Issues in Multidisciplinary Post-secondary Learning Environments (MaDe SIMPLE). The goal of the research is to 1) refine a model post-secondary multidisciplinary science course that supports students’ science literacy and 2) evaluate its impact on decision-making about socioscientific issues (SSIs). The research is in the context of a large-enrollment general science class called Science and Decision-making for a Complex World. The unique course is an introductory course required for all majors in the College of Agricultural Sciences and Natural Resources at UNL. The goal of the course is to foster science literacy as students practice decisions about SSIs, which involve facets of both science and society (e.g., economics, politics, and values ethics), such as water, energy resources, conservation of biodiversity, and food production. The course uses creative decision-making tools based on established research in the decision-sciences and science education fields. The successful applicant will engage in design-based research on the course resulting in understanding of student challenges in decision-making, assessment tools for evaluating the quality of student decision-making and innovative pedagogical approaches to help support students. On-going data collection includes students’ written work during decision-making about SSIs related to food, energy, water and conservation, student interviews and other qualitative and quantitative assessments.
To apply send a cover letter, CV and contact information for three references to Jenny Dauer (jenny.dauer@unl.edu).

Executive Director- Center for Public University Transformation
The Executive Director will launch and lead the APLU Center for Public University Transformation. The Center will work with up to 100 public research universities to scale and sustain innovative student success initiatives. One of the key early activities of the Center, which the Executive Director will oversee, is the creation of clusters of universities focused on greatly increasing undergraduate degree completion and closing the achievement gap while expanding access to low-income and underserved students. The individual hired for this role will have experience working at a university, expertise in institutional change and student success efforts, and a history of relationship management and fundraising success. The Executive Director will report directly to the APLU President.

 

 

Fall Term Week 9- November 20, 2017

Biology Teaching Assistant Project (BioTAP) – University of Maryland
The BioTAP Scholars is a year-long program to engage in scholarly research on some aspect of a biology graduate teaching assistant (GTA) teaching professional development (TPD) program. Participation in BioTAP Scholars will advance your abilities to conduct research on GTA TPD, foster new collaborations, and generate research results about a GTA TPD program that you can publish or present.  The RDS will guide Scholars through the process of designing their research projects. For the 2018 cohort, you will need to arrive in Columbus, OH on Sunday, June 17, 2018, and stay through the afternoon of Tuesday, June 19. The BioTAP network grant will pay for your travel, two nights of single occupancy housing, per diem while at the RDS, and a $200 honorarium for your RDS participation. If you are staying for the ABLE conference, you will also have the opportunity to present your research plans at an ABLE 2018 mini-workshop.

General Position in Department of Computer Science- San Francisco State University
Candidates must have a Ph.D. in Computer Science or equivalent and a strong background in one or more areas specified above. They must demonstrate the ability to teach courses in the areas of their specialties, as well as a range of courses at the graduate and undergraduate levels, and to mentor students in MS projects. Candidates must have an active record of scholarship related to their specialty area, and external support or the potential for external funding of these activities. Industrial and practical experience, a track record in applied research, post-doc experience, as well as teaching and/or research with a large, diverse student body are preferred. The position requires teaching in the CS curriculum, mentoring and advising students, developing an active research program, attracting external research funding, and ongoing service assignments. Full position description is at http://bit.ly/2fOtqzC . Review of applications will continue until position is filled. Submit (PDF format) letter of intent/interest, a current CV, representative publications, teaching statement, research statement, names and contact information of three references, and three letters of reference to https://academicjobsonline.org/ajo/jobs/9924, by 12/1/2017.

Assistant or Associate Professor of Practice in Biology- University of Nebraska-Lincoln
The School of Biological Sciences at the University of Nebraska-Lincoln is seeking applications for an Assistant or Associate Professor of Practice in Biology. This is a non-tenure-track position with a renewable contract. The applicant will be expected to teach high-enrollment introductory biology courses as a primary assignment. The applicant will play an important instructional and leadership role in the sequence of introductory courses for all life sciences majors across the University of Nebraska-Lincoln. Areas of instructional expertise could include Cellular Biology/Genetics, Physiology, Microbiology, Human Anatomy, or Ecology/Evolution.  Additionally, prior experience could include instruction in large introductory lecture and laboratory classes and/or research on college science education. The applicant will benefit from interacting with the active community of Discipline-Based Educational Researchers across science departments at the University of Nebraska-Lincoln.

Chemistry position (tenure-track)- Penn State Hazleton
Penn State Hazleton is currently conducting a search for an Assistant Professor of Chemistry (tenure-track) to begin August 2018. Although the application review began on November 1, 2017, the search will continue until a suitable candidate is found. To complement our existing chemistry faculty member, a conventional synthetic chemist, we are looking for a candidate with expertise in the areas of chemical education or theoretical/computational chemistry. Although Penn State Hazleton has a four-year program in Engineering with a focus on Alternative Energy and Power Generation, most of our students pursuing STEM majors will stay at Hazleton for two years and complete their degrees at another Penn State campus. We feel that a candidate with a background in chemical education will be particularly well placed, both in pedagogical theory and teaching experience, to foster success in these students’ introductory-level chemistry courses. Faculty members in Penn State’s University College are expected to establish and sustain a program of high-quality discipline-appropriate research, which may may include pedagogical or interdisciplinary scholarship. Candidates in the field of chemical education will be especially valued for their integration of teaching and research. As a faculty member at a recognized Chemical Education PhD program, we hope you will forward the attached position announcement to your current, or recent, doctoral students and postdoc fellows.

Assistant Director Position – Florida International University
Florida International University’s STEM Transformation Institute has an immediate opening for an Assistant Director, Research Programs. The successful candidate will provide overall project leadership and support for curriculum development and implementation within The Collaborative for Institutionalizing Scientific Learning at FIU, a Howard Hughes Medical Institute Science Education Grant. The Assistant Director will work closely with discipline-based education research STEM faculty leading the project as well as with faculty implementing transformed science and mathematics curricula in university classes. This project will expand the number of science and mathematics faculty utilizing evidence-based strategies, while solidifying an institutional culture of STEM education innovation already underway. This is multi-year grant-funded, time-limited appointment with funding for at least three years. The minimum salary is $50,000 per year, with additional compensation based on experience. Additional information may be obtained by contacting Laird Kramer (305-348-6073Laird.Kramer@fiu.edu) or Rocio Benabentos (305-348-5946rbenaben@fiu.edu). Candidates are expected to have excellent organizational, communication and writing skills. Preference will be given to candidates with documented experience and interest in STEM research and education. Please send application materials (cover letter and Resume) to stem@fiu.edu.

Research Associate (Education Systems)- Brackett 300
Responsible for ensuring the latest instructional technologies are available and applied appropriately for Watt academic and research activities.  Responsible for deployment of systems to faculty for effective utilization of technology-rich learning environments.  Responsible for assessment of system benefit in achieving specific learning outcomes. Other duties as assigned.

 

Fall Tern Week 8- November 13, 2017

Science Education Specialist- University of British Columbia
The successful applicant will have disciplinary expertise in chemistry, in addition to proficiency in pedagogy and evidence-based practices.  The incumbent will be working with faculty instructors, focusing initially on our first-year lecture and laboratory programs, where they will mentor faculty when implementing new teaching methods and materials.  From time to time, the incumbent will teach undergraduate courses, particularly when teaching will help advance course pedagogy.  This role will be a resource, guide, and support within the Department of Chemistry that will lead scholarship of teaching and learning projects, advise the faculty on teaching and learning practices and work with them on course and curriculum revisions, evaluations, and pedagogical improvement projects.

Post-Doctoral Research Associate- Purdue/Ohio State
This is a non-tenure track, 12 month post-doctoral associate position funded by a National Science Foundation (NSF) grant that explores the persistence of women, particularly women of color faculty in engineering, within the context of race, class, and gender. The successful candidate will co-lead a team of undergraduate and graduate students across all phases of the research and should demonstrate expertise in quantitative methods (such as survey methods, scale development and validation, regression analysis, event history analysis, etc.). This researcher will also assist with overseeing the logistics, internal and external communication and coordination of the project and will assist with managing and coordinating documentation, budgets, timelines, and reports. Quantitative expectations include the creation, launch, and analyses of a national survey of women engineering faculty representing race, class, and gender.

 Discipline-Based Education Research STEM education research- North Dakota State University
We seek a cognitive psychologist who will contribute to the college-wide research theme in STEM-Ed/Discipline-Based Education Research and make contributions to our existing doctoral program in Visual and Cognitive Neuroscience. Applicants with research experience that involves applying cognitive science methodology to applied domains for learning in human subjects are especially encouraged to apply.

Chemistry Education Researcher- North Dakota State University
The North Dakota State University (NDSU) Department of Chemistry and Biochemistry invites applications for a tenure-track faculty position at the Assistant Professor level beginning August 2018. A Ph.D. in chemistry or closely related field is required and post-doctoral experience is preferred. The successful candidate is expected to develop an externally funded, nationally competitive research program, be committed to teaching at the undergraduate and graduate levels, and possess strong oral and written communication skills. Applicants with research experience in the area of Organic Chemistry Education Research are strongly encouraged to apply. The NDSU College of Science and Mathematics has established a strong interdisciplinary program in Discipline-Based Education Research (DBER)/STEM education research. To build on that success, the candidate will be expected to develop a graduate research program in this area.

Open-rank Faculty Position- Bates College
Bates College invites applications for an open rank faculty position, broadly defined, to encompass any STEM (Science, Technology, Engineering and Mathematics) discipline at Bates. The successful candidate will demonstrate expertise in supporting the success of students from underrepresented groups, in addition to commitment to excellence and innovation in both teaching and scholarship.

Science Educator – James Madison University College of Education
The Department of Middle, Secondary and Mathematics Education at James Madison University invites applications for a tenure-track position beginning fall 2018. Expertise is needed to teach and advise undergraduate and master’s level students for initial teacher licensure programs. The successful candidate will teach pre-service teacher education candidates in courses related to middle and high school science, educational research methods, the Teacher Work Sample or other related areas. Supervision of practicum students and student teachers is expected. Successful candidates will engage in professional service and appropriate scholarship activities as well as collaboration within and across JMU colleges and departments. The successful candidate will have an earned doctorate in science education or a closely related field. Degree should be conferred by August 2018. In addition, the successful candidate should possess at least three years of teaching American public-school science at the middle or high school level or comparable experience and demonstrated use of instructional technology to facilitate science learning and teaching. Priority will be given to candidates possessing at least an undergraduate degree in a science discipline; conducting science-related research and focusing on diversity, equity and social justice issues in teaching, scholarship and/or service. Applicants should provide evidence of teaching effectiveness, scholarship potential and the potential to work collaboratively with colleagues in the College of Education, the College of Science and Mathematics, the College of Integrated Science and Engineering, as well as those in public schools. Experience supporting candi! dates’ development of the Teacher Work Sample or similar capstone project is also preferred.

Lecturer position- University of Georgia
The Department of Biochemistry & Molecular Biology at The University of Georgia invites applications for a nine-month appointment as Lecturer in Biochemistry & Molecular Biology. This is a non-tenure track faculty position with the expectation of annual renewal. Successful applicants must be able to begin teaching the first week of August 2018. A Ph.D. in a relevant field (biochemistry, molecular biology, cell biology, or similar) is required. Responsibilities include instruction of three sections of a one-semester Introductory Biochemistry and Molecular Biology service course each semester. This course aims to build understanding of protein structure and function and metabolism among science and engineering students who are not biochemistry majors, including many pre-health professional students. The successful candidate will join a vibrant, dynamic, and forward-thinking group of faculty engaged in teaching this course and in offering progressive undergraduate and graduate instruction across life science departments, including several faculty who specialize in biology education research. The University of Georgia is also home to the SEER Center (Scientists Engaged in Education Research; https://seercenter.uga.edu/), which supports collaborations among scientists and educators across campus to investigate and improve undergraduate STEM instruction.

 

 

Fall Term Week 7 -November 6 2017

Graduate Research Assistantship- Temple University, College of Education
The Science Learning Research Group in the Teaching & Learning Department, Temple University, is seeking a student to join our doctoral program and to assist on an NSF-funded project under the supervision of Drs. Doug Lombardi and Janelle Bailey. This is a 4-year NSF-funded project entitled “Engaging Students in Scientific Practices: Evaluating Evidence and Explanation in Secondary Earth and Space Science.” The graduate research assistant would be funded for four years, and will help the research team in developing and testing innovative scaffolds for high school Earth and environmental science instruction. The graduate research assistant would be a student in Temple’s interdisciplinary Ph.D. Program in Education, with a Concentration in Mathematics and Science Education.

Graduate Research in Department of Biological Sciences- University of Memphis
Dr. Jaime Sabel is currently recruiting a graduate student who is interested in biology education research to join the Department of Biological Sciences at The University of Memphis in Memphis, TN. Ideal candidates will be those who have earned an undergraduate or master’s degree in biology (or related field) and are interested in pursuing an MS or PhD focused on research in undergraduate biology education. Dr. Sabel’s research focuses on the effective use of various classroom learning tools to support undergraduate students in learning biology. This particular project will be examining the use of a new Course-based Undergraduate Research Experience (CURE) to support students who transfer into the biology program after the introductory biology sequence.

Tenure-track Position- James Madison University
The Department of Middle, Secondary and Mathematics Education at James Madison University invites applications for a tenure-track position beginning Fall 2018. The successful applicant will have an earned doctorate in science education or a closely related field. Degree should be conferred by August 2018. In addition, the applicant should possess at least three years of teaching American public-school science at the middle or high school level or comparable experience, and demonstrated use of instructional technology to facilitate science learning and teaching.  Priority will be given to candidates possessing at least an undergraduate degree in a science discipline; conducting science-related research; and focusing on diversity, equity, and social justice issues in teaching, scholarship, and/or service. Applicants should provide evidence of teaching effectiveness, scholarship potential, and the potential to work collaboratively with colleagues in the College of Education, the College of Science and Mathematics, the College of Integrated Science and Engineering, as well as those in public schools. Experience supporting candidates’ development of the Teacher Work Sample or similar capstone project is also preferred.

Research Associate Postdoctoral Position- Northeastern University
The Research Institute for Experiential Learning Science (RIELS) at Northeastern University seeks applicants for a postdoctoral research associate position. RIELS uses methodological pluralism to take a holistic, multi-disciplinary, integrative approach to understanding the mechanisms behind the impact of experiential learning (XL) environments. This impact ranges from micro-level as XL influences individual student learning to macro-level as it affects and helps shape the future of the workforce. This research is achieved through a network of researchers including but not limited to psychologists, sociologists, neuroscientists, economists and network scientists, those who work directly with students and employers, and those stakeholders who are positioned in the workforce and government. We are seeking a Postdoctoral fellow to work on a number of efforts related to development and implementation of research on experiential learning at Northeastern and our partner institutions. Research questions of interest to RIELS include, but are not limited to, the ways in which experiential learning environments affect student disciplinary learning, holistic development, motivational attitudes, development as self-directed learners, professional identity development, etc.

Tenure Track Assistant Professor of Cognitive Psychology- North Dakota State University
We seek a cognitive psychologist who will contribute to the college-wide research theme in STEM-Ed/Discipline-Based Education Research and make contributions to our existing doctoral program in Visual and Cognitive Neuroscience. Applicants with research experience that involves applying cognitive science methodology to applied domains for learning in human subjects are especially encouraged to apply.

Tenure Track Assistant Professor in Chemical Education/Chemistry- North Dakota State University
The North Dakota State University (NDSU) Department of Chemistry and Biochemistry invites applications for a tenure-track faculty position at the Assistant Professor level beginning August 2018. A Ph.D. in chemistry or closely related field is required and post-doctoral experience is preferred. The successful candidate is expected to develop an externally funded, nationally competitive research program, be committed to teaching at the undergraduate and graduate levels, and possess strong oral and written communication skills. Applicants with research experience in the area of Organic Chemistry Education Research are strongly encouraged to apply. The NDSU College of Science and Mathematics has established a strong interdisciplinary program in Discipline-Based Education Research (DBER)/STEM education research. To build on that success, the candidate will be expected to develop a graduate research program in this area.

 Assistant Professor of Chemistry, Chemical Education- Ball State University, Indiana
This is a tenure-track position for a faculty member who will teach undergraduate and graduate classes in their discipline as well as teach general chemistry courses. The faculty member will also develop an active research program in chemical education which complements the department’s existing research programs.

 

 

Fall Term Week 6- October 30 2017

Assistant Professor (tenure-track) faculty position in Physics Education Research- University of Colorado Boulder
The Department of Physics at the University of Colorado Boulder (CU-Boulder) invites applications for a tenure-track Assistant Professor faculty position in Physics Education Research (PER).  The successful candidate will join a vibrant research group in PER, and is expected to establish a vigorous research program, which includes attracting external funding to support undergraduate students, graduate students, and postdocs. In addition, the successful candidate will be expected to teach a broad spectrum of Physics Department courses at the undergraduate and graduate levels. Candidates should be well versed in contemporary issues in the field of PER and associated research-based teaching practices.

Postdoctoral Fellowship Position- Oregon Social Learning Center
A postdoctoral fellowship position is available for individuals interested in a career conducting treatment research and/or services (dissemination and implementation) research. The initial appointment will be for one year, with the possibility to renew for a second year based on performance and the availability of continued funding. Potential for future employment as an OSLC scientist is contingent upon performance and availability of funding. The fellow will work directly with Drs. Ashli Sheidow and Michael McCart in achieving the aims of NIH-, foundation-, and state-funded research projects. NIH projects currently include multiple NIDA and NIMH R01, P50, R34, and SBIR awards. The fellow will become a member of the research team and play a key role on existing projects: planning data collection and advanced statistical analysis; ensuring fidelity of intervention implementation and stakeholder engagement; and dissemination of research results. In addition, the fellow will prepare grant proposals for future treatment and dissemination/implementation studies, and s/he will be supported in pursuing his/her own extramural funding (e.g., a K-series career award). The fellow will develop manuscripts, as both a collaborating and lead author, and also will travel to professional conferences for continuing education and for dissemination of study results. Opportunity is available for supervised clinical hours toward licensure.

Biology Faculty Member (tenure-track)- Utah Valley University
The Biology department at Utah Valley University is seeking a tenure track faculty member to join their team. Responsible to teach General Biology (BIOL 1010) and other biology General Education courses in a way that will engage non-majors and promote a passion for science. Coordinate curricular design and implementation of biology courses for non-majors among other full-time and adjunct professors and lecturers. Potentially develop additional courses in a variety of formats including traditional, flipped, hybrid, and online that will fulfill the University’s General Education (GE) requirement for non-biology majors. Develop and supervise a research program in either science education or a biological field of expertise that promotes undergraduate student participation and results in peer-reviewed publication. Train faculty colleagues in active learning techniques, and support in their implementation. Assess pedagogical strategies to increase student reasoning skills and conceptual understanding. Serve on department, college, and university committees as needed. Promote student success through inclusive, engaged, and serious learning.

Postdoctoral Scholar Position in Quantitative Biology- UC Davis Center for Neuroscience
The Goldman laboratory at UC Davis, in collaboration with the UC Davis Center for Educational Effectiveness, invite applications for an HHMI funded postdoctoral position in Quantitative Biology education.  The goal of the project is to transform undergraduate biology education through aligning the biology curriculum with the real-world interdisciplinary skills and knowledge that are required to address 21st century biology challenges. First, we are developing a new Quantitative Biology (QBio) major to bridge disciplinary gaps by focusing on the integration of biology with quantitative approaches from the mathematical, computational, and physical sciences.  Second, we are developing a model for introductory biology lab courses that teaches undergraduates the full process of scientific discovery from experimental design through quantitative data analysis and computational modeling.  This is being done in the context of an introductory neurobiology laboratory.

Director of Center for STEM Education and Outreach- James Madison University
James Madison University is seeking a Director for its Center for STEM Education and Outreach. The Center, founded in 2008 is transitioning from part-time leadership to a full-time director in order to bolster high-quality science, technology, engineering, and mathematics (STEM) education for all K-16 students. The STEM Center works with JMU students, K-12 educators, university faculty and staff, parents, policymakers and the general public by supporting high quality curriculum and professional development and sharing the many resources of JMU (i.e. facilities, time, faculty, staff, and students) with schools across Virginia. The STEM Center serves to collaborate and connect on campus faculty, staff, students as well as K-12 educational partners with internal and external partners on sponsored projects to improve STEM learning and teaching.

Associate Dean for Integration of Teaching and Learning- James Madison University
The Associate Dean (AD) for Integration of Teaching and Scholarship will support faculty in the College as they advance initiatives that engage students in faculty research, infuse research into the majors and non-majors curricula, and pursue new interdisciplinary research opportunities. The AD will provide leadership in faculty development and will support efforts to strengthen the research community and expand the research infrastructure in the College. The AD serves as liaison with JMU’s Office of Research and Scholarship focused on resource development to advance scholarship and innovative curricula, and works closely with the dean as a member of the CSM administrative leadership team. In addition to duties within the College, the AD represents the College across campus through involvement in a university-level project and committee assignments.

Postdoctoral Research Position- Florida International University
FIU’s Department of Chemistry & Biochemistry offers a Ph.D. in Chemistry, a Ph.D. in Biochemistry, an M.S. in Chemistry, and an M.S. in Forensic Science. The Ph.D. and M.S. degrees in Chemistry allow specialization in biochemistry, chemistry education, and analytical, environmental, forensic, inorganic, organic, and physical chemistry. To emphasize the particular strengths of our program, the Ph.D. in Chemistry offers Tracks in Environmental Chemistry, Forensic Science, and Radiochemistry. The M.S. in Forensic Science is an interdisciplinary program designed to prepare students for careers in forensic science laboratories.

Biology PhD Opportunity- University of Colorado
The Corwin Lab in the Ecology and Evolutionary Biology Department at the University of Colorado is recruiting students who would like to obtain a PhD in Biology with a focus on Biology Education. Our lab currently focuses on questions in three areas: 1) how undergraduate students respond to scientific failures and struggles in laboratory settings, 2) how engaging in the processes of design thinking (i.e., iteratively building and refining a project, product, or plan) increases students potential for creative problem solving in biology, and 3) how different instructional innovations increase undergraduate students’ understanding of the relationship between structure, function, and evolutionary processes. In addition to these areas, our lab is particularly interested in studying contexts that are known for serving underrepresented students in STEM and reflect the future demographics of our country and our discipline, such as Community Colleges.  Students with interests in these or related areas are strongly encouraged to apply.

Assistant Professor position in Chemical Education Research- Oklahoma State University
The Department of Chemistry at Oklahoma State University is seeking to hire a tenure-track assistant professor in the field of chemical education starting in Fall 2018.  This appointment requires a doctorate degree in chemistry or a closely related field. The candidate will be expected to teach at the graduate and undergraduate levels with a course load equal to that of other research active faculty members in the department. The candidate will also be expected to develop a nationally recognized and externally funded program in chemical education research involving both undergraduate and graduate students.  The successful candidate should be willing to teach from a multicultural perspective and should be willing to mentor ethnically and racially underrepresented students. 

Assistant Professor (tenure-track) in STEM Education- Texas Tech University
Texas Tech University seeks an Assistant Professor in the area of STEM Education working in the graduate program area of Science, Technology, Engineering, and Mathematics (STEM) in the Department of Curriculum and Instruction for an academic year position starting in January/August 2018. The STEM program emphasis is seeking an exemplary individual to join a productive faculty that includes scholar activists who are engaged in EC-12 schools.

Fall Term Week 5

MS and PhD Opportunities in Biology Education Research- University of New Hampshire
Graduate education is a valuable investment in your future, allowing you to maximize your talent, experience, creativity, and hard work to achieve your greatest potential. The Graduate School works closely with the faculty to recruit talented and diverse students of the highest quality, provide competitive financial aid, ensure a challenging and contemporary curriculum, and offer the tools to prepare you for leadership.

M.S. Student Research Opportunity- East Carolina University
ECU provides educational, research, and outreach programs designed to address the challenges and opportunities of the 21st century. Guided by highly qualified and accomplished faculty members, you will take part in stimulating and rigorous courses, research, and service projects. These will not only give you the relevant real-world experience you need across various fields and disciplines, but will also ensure you are able to surpass significant expectations in your chosen future career.

Post-doctoral Position- University of South Florida
The Center for the Improvement of Teaching & Research in Undergraduate Stem Education (CITRUS) at the University of South Florida seeks a Postdoctoral Research Associate for a full-time, 12-month position, with benefits, that can begin as early as January 1, 2018. The initial appointment will be for one year, with the possibility of renewal for a two more years, contingent on satisfactory performance. The person who is hired for this position will assist in a collaborative research effort of three universities (USF, University of Nebraska, Lincoln, and Boise State University) to map change in higher education with respect to STEM reform efforts, with special attention paid to the role of faculty social networks in the change process.  Social network analysis and institutional climate characterization will draw on both quantitative data collected via faculty survey and qualitative data drawn from faculty interviews. STEM education reform strategies will be characterized on each campus by gathering rates and patterns of participation in programs and through interviews with change project leaders. Finally, the extent to which faculty on each campus have adopted evidence-based instructional practices will be measured using a faculty survey, direct classroom observations, and rubric-scored course artifacts.  The Postdoctoral Research Associate will work under the direct supervision of Professors Jennifer Lewis of the Department of Chemistry and John Skvoretz of the Department of Sociology who are Principal Investigator and Co-Principal Investigator for this National Science Foundation-funded project.

Non-tenure track Position- University of North Carolina at Wilmington
The University of North Carolina Wilmington is committed to creating the most powerful learning experience for our students by providing them with the best instruction and support by superior faculty and staff; opportunities to celebrate the richness of diversity; an environment that prepares them to be global citizens; service learning that enriches academic coursework and impacts the region; an attractive, functional and safe campus environment; and resources from public and private support. UNC Wilmington actively fosters a diverse and inclusive working and learning environment and is an equal-opportunity employer. Qualified men and women from all racial, ethnic or other minority groups, protected veterans, and individuals with disabilities are strongly encouraged to apply.

Fall Term Week 4

Assistant Director of Undergraduate Organic Labs- University of Wisconsin-Madison
The assistant director of Organic Chemistry Laboratories in the Department of Chemistry plays an important instructional role. This position offers opportunities for shaping the undergraduate organic chemistry curriculum and for participating in the nationally recognized chemical education and outreach activities in the chemistry department. The incumbent will collaborate closely with faculty and other laboratory directors. This position reports to the director of the Organic Chemistry Laboratories.

Year Innovation & Research Experience (FIRE) Program – University of Maryland
Research Educators work in collaboration with stream-affiliated faculty members to design and implement the group research agenda and are responsible for all curriculum, instruction and broad student mentorship. Research Educators will coordinate with a team of undergraduate peer mentors to oversee research operations including student research progress, infrastructure maintenance as well as management of the fiscal budget. The position empowers the individual to develop a strong portfolio of experience in curriculum development, instruction, mentorship, leadership and research group management.

Tenure Track Faculty Position in PER- University of Colorado- Boulder
The Physics Education Research Group at Colorado (PER@C) is one of largest research programs in physics education research (PER) in the nation. Our research group develops and studies: uses of technology in physics education, assessments (conceptual, epistemological, and belief-oriented), theoretical models of students’ learning physics, social and contextual foundations of student learning, examination of successful educational reforms and replication studies of such reforms, and student problem solving in physics. We sponsor a number of educational reforms in physics, which range from pre-college to faculty and institutional change. The research group includes faculty, staff, and students from both the Department of Physics and the School of Education.

Director, CLEAR Center for Learning, Education, and Research in the Sciences- Oberlin College
Oberlin College seeks a Director for the Center for Learning, Education, and Research in the Sciences (CLEAR) funded by Oberlin College in support of Oberlin College’s 2017 Inclusive Excellence grant from the Howard Hughes Medical Institute (HHMI). The goal of the Inclusive Excellence project is to promote the persistence and success of all students in STEM fields. This is a full-time 12-month, Administrative and Professional Staff position with a competitive salary, starting in January 2018. Initial appointment is for one year with the possibility for renewal.

Department Head of Biology Teaching and Learning- University of Minnesota
The College of Biological Sciences seeks a Head of the Department for Biology Teaching and Learning (BTL). This individual will lead an interdisciplinary department focused on excellence in undergraduate biology education and biology education research. The Head will lead efforts within the college and across the University to define, develop, and implement a strategic vision for the future of biology education. 

Fall Term Week 3

Postdoctoral Research Associate- Emory University
The Heemstra Lab at Emory University in collaboration with a cross-disciplinary group of science and education researchers at the University of Colorado, Boulder; Haverford College; the University of Utah; and Georgia Gwinnett College seeks a Postdoctoral Scholar to join a group effort investigating students’ relationships with failure in academic settings and interventions aimed at helping students to deal with failure. The Postdoctoral Scholar will be under the joint supervision of Jen Heemstra, Acting Associate Professor of Chemistry at Emory University, and Lisa Corwin, Biology Education Researcher and Assistant Professor of Ecology and Evolution at the University of Colorado at Boulder. This postdoc will work on a project entitled Promoting Student Success by Shaping Attitudes Toward Failure: Investigating how mindset interventions can help students to understand, embrace, and overcome short-term failure.

Chemistry Curriculum Development Postdoctoral Fellowships (2)- Emory University
The Postdoctoral Fellows will help design and conduct research within a specified field while receiving advanced training from a designated Principal Investigator to enhance professional skills and research independence needed for pursuit of a career. The specific area of research in which the trainee is mentored is determined by the department and laboratory of the Postdoc. Designs and evaluates experiments. Develops new ideas that promote current research. Prepares and publishes scientific manuscripts under the direction of the Principal Investigator. May be responsible for operation of specific equipment. May teach techniques to others, train, and supervise research staff. Positions are temporary appointments as a research trainee. The initial appointment is for one year, renewal expected if progress is satisfactory and funds are available.

Postdoctoral Fellows (8)- Temple University
The Department of Epidemiology and Biostatistics in the College of Public Health at Temple University is seeking a postdoctoral fellow to specialize in behavioral aspects and related analyses of cancer prevention and control. Candidates should be highly motivated with an interest in opportunities for publishing both methodological and applied research manuscripts as well as developing grant proposals with a goal toward becoming a successful independent researcher in cancer prevention and control. The successful candidate will have an active role in interdisciplinary studies in behavioral epidemiology.

Assistant Professor, Science Education- Towson University
Towson University is committed to fostering a learning community that mirrors the face of the population surrounding the campus, regionally and Statewide. University diversity initiatives include building strong, targeted diversity outreach efforts to foster the achievement of diversity goals in hiring. The Office of Inclusion has developed a variety of resources and tools to assist through the search process and support Towson University’s guiding principle of fostering a diverse and inclusive community.

Postdoctoral Fellow (Chemical Education)- University of California San Diego
The Department of Chemistry and Biochemistry at the University of California, San Diego anticipates hiring a postdoctoral fellow in the area of chemical education. This position is subject to budget approval. The successful candidate will work with faculty and staff comprising the General Chemistry Curriculum Committee (GCCC) to establish an integrated set of learning objectives for the general chemistry laboratory courses; to develop and implement inquiry-based experiments and valid assessments of student learning in these courses; and to disseminate these efforts through scholarly publications and lesson plans for internal use.

Assistant Professor (Tenure Track)- University of San Francisco
The Department of Chemistry at University of San Francisco invites applications for a full-time tenure-track Inorganic Chemistry faculty position at the Assistant Professor level to begin in August 2018. We seek an enthusiastic colleague to join our ACScertified department in which we offer degree tracks in traditional, biochemistry and medicinal/synthetic chemistry, plus a thesis-based MS degree. The University of San Francisco is a Catholic-Jesuit institution that blends the liberal arts and professional preparation, emphasizing quality teaching and student learning. The University serves a diverse group of students on a residential campus near Golden Gate Park. The Lo Schiavo Science Center is home to our four new undergraduate teaching labs and the department is supported by a full-time stockroom manager, organic lab coordinator/NMR manager, instrumentation specialists and a science safety officer.

Assistant Teaching Professor- University of Notre Dame
The Department of Biological Sciences at the University of Notre Dame seeks a visionary biology educator to develop and teach courses that are aligned with programmatic values and provide students with opportunities to build integrated foundational knowledge and develop enthusiasm for biology. The primary role of this Assistant Teaching Professor involves the design, implementation, and teaching of a new Introductory Biology sequence with lab, in collaboration within a team of departmental faculty. This new curriculum will be based on the framework provided by AAAS Vision and Change and will incorporate innovative design, student centered pedagogies, as well as smaller class sizes.

Assistant Professor (Fixed Term)- Michigan State University
The College of Natural Science at Michigan State University welcomes applications for a full-time, 9-month, fixed-term faculty position beginning as early as January 1, 2018. The position is renewable based on satisfactory performance. The primary responsibilities of the successful candidate will be to develop and teach capstone writing courses for life-science majors, including those in our Human Biology Program. These writing intensive capstone courses will provide senior-level students with opportunities to integrate critical and scientific thinking skills with foundational knowledge in chemistry, mathematics, physics,and biology. Students will also develop their abilities to obtain, evaluate,and communicate information in the biological sciences. Candidates for this position should have both disciplinary expertise in the biological sciences and a record of proficiency with scientific communication.

Postdoctoral Fellowships- Vanderbilt University
The Academic Pathways program is designed to prepare recently graduated doctoral students (Ph.D., Ed.D., etc.) and/or a law degree (J.D.) for competitive academic careers. The need is particularly acute to develop faculty candidates who come from diverse racial, ethnic and other backgrounds and experiences, as differing experiences, views and perspectives are of exceptional value for academic institutions in their research and educational roles.

Assistant Professor (Tenure Track)- Auburn University
The successful candidate is expected to establish an extramurally funded DBER program and collaborate with a growing cohort of researchers within the college on studying/transforming STEM higher education through basic and applied research methods and their assessment. Areas of interest include, but are not limited to, innovation of evidence-based, active-learning course development/delivery, and efficacy of student-led teaching methods in the learning process within the STEM classroom/lab. Duties also will include teaching in the home department at both the undergraduate and graduate levels and supervising graduate research.

Year Innovation & Research Experience (FIRE) Program – University of Maryland
The FIRE program is seeking Assistant Clinical Professors to serve as the Research Educators for innovation and research streams to begin in January 2018. Research Educators work in collaboration with stream-affiliated faculty members to design and implement the group research agenda and are responsible for all curriculum, instruction and broad student mentorship. Research Educators will coordinate with a team of undergraduate peer mentors to oversee research operations including student research progress, infrastructure maintenance as well as management of the fiscal budget. The position empowers the individual to develop a strong portfolio of experience in curriculum development, instruction, mentorship, leadership and research group management.

Fall Term Week 2

Postdoctoral Researcher in Discipline-Based Education Research (DBER) - Auburn University
Applications are invited for a postdoctoral research assistant position in Discipline-Based Education Research (DBER) under the direction of Dr. Jordan Harshman (http://www.auburn.edu/cosam/faculty/chemistry/harshman/index.htm). The successful candidate will conduct work primarily on a project that investigates the knowledge and skills that graduate students in the chemical sciences will need for their careers and obtain throughout their studies. Independent project ideas are also welcomed. Duties will include collecting, managing, and analyzing interviews and surveys. Quantitative data analysis will likely involve coding in the R language.

Assistant Professor (tenure-track)- San Jose State University
The successful candidate will teach courses at the BS/BA and MS level, and engage in physics education research. The candidate will also develop an externally funded research program that provides support and mentorship of undergraduate and graduate students. The successful candidate will participate in committees and advising. The candidate must address the needs of a student population of great diversity – in age, cultural background, ethnicity, primary language and academic preparation – through course materials, teaching strategies and advisement.

Assistant Professor (tenure-track)- San Diego State University
THE DEPARTMENT OF CHEMISTRY AND BIOCHEMISTRY AT SAN DIEGO STATE UNIVERSITY announces a tenure-track position in CHEMICAL EDUCATION with the appointment beginning Fall 2018.  For the position, we seek Assistant Professor candidates from all subdisciplines of chemical education with research that addresses chemistry-based pedagogical innovation for undergraduate university students.  This faculty member would join a large group of science and mathematics educators, from the College of Sciences and the College of Education, who conduct collaborative research through the Center for Research in Mathematics and Science Education.  A Ph.D. in a relevant field is required and postdoctoral experience is preferred.  The successful candidate is expected to develop a robust research program, teach chemistry courses, and mentor undergraduate and graduate (M.S. and Ph.D.) students.

Postdoctoral Fellowship in Biology Education and Research- San Francisco State University
The Science Education Partnership and Assessment Laboratory – at San Francisco State University (SFSU) invites applications for a Postdoctoral Fellowship in Biology Education and Research with a strong focus nn understanding and promoting inclusion, equity, and diversity in science. The position is renewable for up to 2 years and may begin as early as January 1, 2018. Funded by a Howard Hughes Medical Institute (HHMI) Inclusive Excellence Award, the Biology FEST: Faculty Empowering Students in Transformations effort will engage and partner with our talented, upper-division biology majors, most of whom are first- generation college-going students, students of color, and/or transfer students. Together in collaborations with faculty, these student leaders will participate in continued transformation of the undergraduate biology experience, as peer-learning-assistants and role models in biology classrooms and as co-developers of curricular materials that highlight the importance of diversity in science.

Teaching Professor (Neurobiology tenure-track)- UC San Diego
The Neurobiology Section in the Division of Biological Sciences at UC San Diego (www.biology.ucsd.edu) invites applications for a Teaching Professor position at the tenured Associate Teaching Professor level. Faculty in the Teaching Professor series are Academic Senate members whose expertise and responsibilities center on undergraduate education, as well as the scholarly analysis and improvement of teaching. The incumbent’s primary responsibility will be to teach undergraduate courses for Biology majors, including a new neurobiology laboratory course with a substantial electrophysiology component, and physiology lecture courses. The incumbent will also advance science education through professional activities such as research in science teaching methodologies, initiating new teaching methods or courses, participation in writing textbooks and/or creating on-line teaching materials. We are especially interested in candidates who have created or contributed to programs that aim to increase access and success of underrepresented students and/or faculty in the sciences and/or have well developed plans to accomplish such goals. The successful candidate will serve as an educational leader at the Division and campus-wide level supporting student success and teaching innovation.

Professor of Educational Practice- University of Utah
The Department of Physics & Astronomy at the University of Utah invites applications for a career-line (non tenure-track) faculty member at the rank of Assistant or Associate Professor (Lecturer). We seek a model educator to help us provide a world-class education for every undergraduate student. The successful applicant will have: 1) a PhD or equivalent in physics, physics education, or a related field; 2) physics education research experience; 3) a commitment to equity in physics education and record of utilizing inclusive, evidence-based instructional practices; 4) experience collaborating with faculty, staff, and students to reform aspects of the undergraduate physics curriculum; and 5) excellent communication, organization, and leadership skills. We seek a long-term colleague who will be fully integrated into our department and also affiliated with the Center for Science and Mathematics Education (CSME).