Job and Graduate School Postings

Job Postings for Week of September 17

Assistant Professor in Biology– Pacific Lutheran University
The Biology Department at Pacific Lutheran University invites applications for a tenure track Assistant Professor beginning September 1, 2019. The successful applicant’s annual teaching responsibilities may include Genetics or the General Biology sequence as well as upper division courses in Developmental Biology and topics complementary to the candidate's area of expertise. We seek applicants dedicated to engaging undergraduates in research experiences as part of their scholarship. A Ph.D. and a commitment to undergraduate teaching, advising and liberal arts education are required. Review of applications begins on September 10, 2018, but the position will remain open until filled. Applications should include a cover letter; curriculum vitae; statements of teaching, research, and diversity/ inclusion; unofficial graduate and undergraduate transcripts; and a list of three references. Please submit your application at https://employment.plu.edu/postings/search. For more information, please contact Dr. Julie Smith (smithjw@plu.edu), or visit our website at http://www.plu.edu/biology/.

Assistant Teaching Professor in Biological Sciences– University of California, Merced
The Molecular Cell Biology Department in the School of Natural Sciences is seeking one new faculty member at the Assistant Teaching Professor (a.k.a. Lecturer with Potential Security of Employment) in Biological Sciences, a position that in the University of California emphasizes teaching but otherwise parallels the tenure-track faculty series, including membership in the Academic Senate. Candidates in all areas of Biological Sciences and Biology Education are encouraged to apply, but in particular, we seek outstanding scholars who will establish and maintain creative teaching programs in foundational, introductory biology major courses, the quantitative analysis of biological data; design of introductory inquiry-based laboratory courses and upper division specialized course-based undergraduate research experiences in biological sciences; participate actively in the application and assessment of innovative inclusive pedagogy in the classroom and teach effectively at all undergraduate levels.

Assistant Professor in Data Visualization– University of Washington
The School of Interdisciplinary Arts and Sciences (IAS) at the University of Washington Bothell (UWB) seeks dynamic scholars who integrate teaching and research in data visualization and data analytics (e.g., statistics, geovisualization, data ethics and policy, critical data studies).  Successful candidates will conduct engaged and critical scholarship on data and visualization from any disciplinary perspective, drawing from the arts, humanities, social sciences, physical sciences, and/or life sciences, and they will be prepared to teach core courses in our Bachelors of Arts in Mathematical Thinking and Visualization, including introductory courses in statistics and visualizing quantitative data that serve multiple majors in IAS. Candidates should expect to teach at all levels of the undergraduate and graduate curriculum.

Assistant Professor in Learning Sciences– University of California, Berkeley
The Graduate School of Education (GSE), University of California, Berkeley, seeks applicants for an Assistant Professor (tenure track) in learning sciences with an emphasis on math, science, or technology education, or as related to cognitive development. The expected start date is July 1, 2019. The successful candidate will join the cluster of GSE faculty who merge cognitive, cultural, developmental, and social perspectives with practice in studying cognition, learning, and teaching in mathematics and science. Desirable qualities for this position include a research program merging theory and practice with an emphasis on powerful learning environments that support student thinking, sense making, and agency. We seek candidates with demonstrated attention towards addressing challenges and new possibilities for equity in stem education. Applicants’ research contexts might include classrooms, homes, online activities, museums, as well as other informal settings and/or innovative practices that take advantage of contemporary technologies. The successful applicant should be prepared to teach and advise doctoral students specializing in either math, science, or technology education, and to contribute to the GSE’s innovative program in teacher education. Faculty in the GSE also have the opportunity to teach in the School’s popular undergraduate minor.

Assistant Teaching Professor in Developmental and Cell Biology– University of California Irvine
Applications are invited for an Assistant Professor of Teaching, a University of California position that emphasizes teaching, but otherwise parallels the tenure-track faculty series, including membership in the Academic Senate. Advancement in this series requires, in addition to excellent teaching and service, the candidate must make outstanding and recognized contributions to the development of his or her specific discipline and/or pedagogy. The successful candidate will participate in the undergraduate teaching mission of the department, with opportunities to instruct lecture or lab courses such as introductory biology, developmental biology, cell biology, anatomy, and scientific writing. The successful candidate will also play a prominent role in biology education research, working with other faculty to develop, implement and assess innovative pedagogical initiatives. We seek an outstanding applicant with a Ph.D. in a biology discipline, preferably with postdoctoral training in cell biology, developmental biology, or STEM education research. Other preferred qualifications include documented success in some or all of the following areas: teaching large undergraduate classes; use of evidence-based teaching practices; use of modern instructional technology; ability to develop effective teaching strategies for diverse student populations; conducting STEM education research. Salary will be commensurate with education and experience. The School of Biological Sciences is recognized as a national leader in the development of programs designed to increase the participation of underrepresented minorities in the biomedical sciences (http://port.bio.uci.edu/about/) and is firmly committed to the ideals of equity, diversity, and inclusion. Career partners programs are available to meet the needs of dual-career academic partners, while subsidized faculty and staff housing and a Mortgage Origination Program are offered to facilitate the purchase of a home. UC Irvine is located 10 minutes from the coast, and the city of Irvine is home to excellent parks, schools, and entertainment opportunities.

Chemical Education Research (tenure-track)– California State University
Applicants shall have a doctorate in chemistry, biochemistry or chemical education; relevant postdoctoral experience is preferred. We are particularly interested in candidates whose interests are in inorganic and organic chemical education research and complement the department’s existing biochemistry and chemistry research programs. Interdisciplinary research collaborations within the department, college or university are encouraged. The successful candidate will be expected to maintain an active, externally funded research program involving undergraduate and M.S. students, be committed to excellence in teaching and mentoring a diverse student population, and devote a portion of his/her time to engaging in departmental service. Teaching responsibilities will include undergraduate and graduate level lecture and laboratory courses in Inorganic Chemistry, Organic Chemistry and/or lower-division General Chemistry, as well as specialty courses in the candidate’s area of expertise.

Educational Postdoctoral Associate– Cornell University
We seek to hire an Educational Postdoctoral Associate who will be responsible for the development and assessment of pedagogical tools for the course BIOMI2900 General Microbiology. The candidate will design, implement, and assess improved strategies for teaching BIOMI2900. They will develop a Teaching Assistant (TA) training program, and associated training materials, and oversee the initial implementation of this program in course instruction. Coordinate with instructional staff in both the Fall and Spring semesters to develop and implement active learning exercises and other instructional interventions. Meet with staff at the Center for Teaching Innovation to design assessment strategies for determining the impact of teaching strategies on student learning outcomes. Coordinate with the registrar as appropriate to collect data for assessing student learning outcomes and for developing an assessment dashboard for facilitating assessment of student learning outcomes. They will be expected to contribute to the teaching of active learning sections, and TA training, as needed to develop and assess new teaching strategies. Expected to analyze assessment results and prepare these results in manuscript form for publication in the literature relating to teaching of college level science.


Instructors in Cellular and Molecular Biology– Western Washington University
The Biology Department at Western Washington University (Bellingham, WA) is seeking one or more non-tenure-track instructors for the 2018-19 academic year to contribute to instruction in cellular and molecular biology on a full- or part-time basis. This is an excellent opportunity for postdocs to enhance their teaching portfolios in preparation for seeking permanent academic positions. Western’s Biology Department is a leader in incorporating evidence-based teaching practices into collegiate courses in biology, as well as in improving STEM equity and inclusion. Instructors would join a department that prides itself in its teaching effectiveness and would benefit from discussing teaching practices with faculty members who are actively involved in biology education reform. The specific instructional opportunities we have for AY 2018-19 are in BIOL 205 (Introduction to Cellular and Molecular Biology for majors) in Fall, Winter, and Spring quarters and in BIOL 324 (Methods in Molecular Biology) in Winter and Spring quarters.
BIOL 205 has three 80-minute lectures per week with 72-96 students. These students are distributed into 24-student lab sections that meet weekly for 3 hours each. The instructor has full responsibility for the lecture portion of BIOL 205. A graduate TA is the lead instructor in the lab sections, but instructors also actively participate in lab instruction.
For BIOL 324, there is one 50-minute lecture per week (shared across multiple lab sections that are taught by different instructors) and two 3-hour lab meetings per section. A graduate TA supports the instructor in the lab.
Both courses are supported by scientific instructional technicians in addition to the graduate TAs. For further information, interested individuals should contact Merrill Peterson (Biology Department Chair): Merrill.Peterson@wwu.edu

Lecturer in Biomedical Research– UCLA
Full-time lecturer for the UCLA Minor in Biomedical Research, an interdisciplinary minor housed within the Division of Life Sciences. The Minor is designed to give motivated students the opportunity to incorporate life science research into their college education as early as possible, and to provide a comprehensive training environment for their scientific development. We seek an individual with a strong background in biomedical research and a passion for undergraduate education.

 

Job Postings for Week of September 10

Anatomy and Physiology Instructor- Clover Park Technical College
Clover Park Technical College in Lakewood, WA is in need of an Anatomy & Physiology instructor for fall quarter and possibly continuing, starting on Sept. 24th.  Course materials can be provided if desired, including complete slide decks, Canvas shells, lab worksheets, homework assignments, tests, etc. The interested applicant must contact Judy Loveless-Morris, Dean for Instruction, at Judy.Loveless-Morris@cptc.edu.

Animal Developmental Biologist Position– Pacific Lutheran University
The Biology Department at Pacific Lutheran University invites applications for a tenure track Assistant Professor beginning September 1, 2019. The successful applicant’s annual teaching responsibilities may include Genetics or the General Biology sequence as well as upper division courses in Developmental Biology and topics complementary to the candidate’s area of expertise. We seek applicants dedicated to engaging undergraduates in research experiences as part of their scholarship. A Ph.D. and a commitment to undergraduate teaching, advising and liberal arts education are required. Review of applications begins on September 10, 2018, but the position will remain open until filled. Applications should include a cover letter; curriculum vitae; statements of teaching, research, and diversity/ inclusion; unofficial graduate and undergraduate transcripts; and a list of three references.

Assistant Lecturer in Ecology– York University
The Department of Biology, York University invites applications for a teaching stream (alternate stream) tenure‐track position in Ecology at the rank of Assistant Lecturer, to commence July 1, 2019. The successful candidate will be expected to teach undergraduate courses and to provide leadership in enhancing teaching and learning through curricular development and pedagogical innovation. Please note there are two alternate stream ecology searches currently in the Faculty of Science, one in the Department of Biology and the other in Natural Science (NATS). 

Assistant Professor in Biology Education– Idaho State University
The Department of Biological Sciences at Idaho State University seeks applications for a tenure track Assistant Professor in Biological Education Research to begin in August 2019. This position will advance the mission of the Department, which is to provide and nurture opportunities for understanding living systems through high-quality public education, scientific discovery, and service. The successful candidate will have doctorate in the biological sciences with substantial, documented experience and training in biological education research. Alternatively, the candidate may have a doctorate in Education with substantial formal training and experience in the biological sciences. Postdoctoral experience is preferred. Startup funds are available. The Department of Biological Sciences has over 30 faculty members specializing in diverse sub-disciplines of the biological sciences and serves over 500 undergraduate majors and over 40 graduate students. The Center for Ecological Research & Education and the Molecular Research Core Facility are administered through the Department and offer outstanding opportunities for research, teaching, and collaboration.

Assistant Professor in Mathematics– University of California, Berkeley
The Graduate School of Education (GSE), University of California, Berkeley, seeks applicants for an Assistant Professor (tenure track) in learning sciences with an emphasis on math, science, or technology education, or as related to cognitive development. The expected start date is July 1, 2019. The successful candidate will join the cluster of GSE faculty who merge cognitive, cultural, developmental, and social perspectives with practice in studying cognition, learning, and teaching in mathematics and science. Desirable qualities for this position include a research program merging theory and practice with an emphasis on powerful learning environments that support student thinking, sense making, and agency. We seek candidates with demonstrated attention towards addressing challenges and new possibilities for equity in stem education. Applicants’ research contexts might include classrooms, homes, online activities, museums, as well as other informal settings and/or innovative practices that take advantage of contemporary technologies. The successful applicant should be prepared to teach and advise doctoral students specializing in either math, science, or technology education, and to contribute to the GSE’s innovative program in teacher education. Faculty in the GSE also have the opportunity to teach in the School’s popular undergraduate minor.

Biology Faculty Position– University of California Merced
Qualifications: In order to be considered, candidates must have a PhD in biology or biology education, or a closely related field by the position start date; a strong record of teaching and mentorship and collaboration, publications in their fields; and, demonstrable interest in developing innovative teaching programs. Applications must be submitted via this website, and must include 1) a cover letter stating area of interest; 2) curriculum vitae; 3) statement of research; 4) statement of teaching; 5) a diversity statement; and, 6) three letter of reference submitted online. After an application is submitted, the letters of reference should be electronically uploaded by the letter writers (instructions will be provided by the application system).

Cell and Molecular Biology Lecturerer (tenure-track)– York University
The Department of Biology, York University invites applications for a teaching-focused (alternate stream) tenuretrack position in Cell and Molecular Biology at the rank of Assistant Lecturer, to commence July 1, 2019. The successful candidate will be expected to teachundergraduate courses and to provide leadership in enhancing teaching and learning through curricular development (design) and pedagogical innovation.

Chemical Education Research Professor– The University of Utah
The Department of Chemistry at the University of Utah is seeking to hire a tenure-track faculty member to lead the department’s undergraduate education efforts and to build a strong and well-funded program in chemical education research. Candidates at the rank of associate or full professor are preferred, including those who wish to be considered for an endowed-chair position. The successful candidate will have the opportunity to contribute to the general chemistry program and the development of an integrated science education program as part of the newly-completed Crocker Science Center. The faculty member will teach in the Chemistry Department, with teaching responsibilities commensurate with research-active faculty members. 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)

Graduate Studies in Biology Education Research- The Schussler Lab
The Schussler Lab (https://schusslerlab.utk.edu/) at the University of Tennessee, Knoxville, is recruiting students interested in graduate study in Biology Education Research (MS or PhD) in an Ecology and Evolutionary Biology Department (the degree is EEB, but the research is Bio Ed).

Lecturer Positions in Biology- Georgia State University
The Department of Biology at Georgia State University (GSU) is experiencing dynamic growth under the leadership of a new Director and we invite applications for three (3) Lecture Faculty positions to contribute to this growth. We seek dynamic team-players that value educational assessment, innovative pedagogical tools, mentorship/research and have a strong passion for teaching. The Department enrolls nearly 2300 undergraduate students from diverse socioeconomic and educational backgrounds. The candidates will be expected to establish a vigorous teaching program that will synergize with existing teaching strengths in the Department of Biology and to have a strong potential for collaboration. Lecture Faculty are encouraged to guide undergraduate research in CURE settings as well as develop their own classes, study-abroad programs, and internships. These positions are 9-month appointments and the salary is competitive and commensurate with qualifications and experience. Successful candidates must hold a Ph.D., M.D., or equivalent degree in a discipline related to Biology. Applicants should submit a cover letter, curriculum vitae, statement of teaching philosophy, and a list of names for at least three references.

Postdoctoral Fellow– Miami University
The primary responsibilities of the post-doctoral fellow include working on an NSF-funded project to develop assessment instruments and to investigate the role of cluster analysis in characterizing student thinking regarding particulate, symbolic, and macroscopic representations in undergraduate chemistry.

Postdoctoral Research Associate in Chemistry Education–  University of Iowa
The successful candidate will work on a project addressing chemistry students’ ideas about mathematical models in the general chemistry curriculum.

Postdoctoral Position in Undergraduate STEM Research– University of Georgia
The Scientists Engaged in Education Research (SEER) center at the University of Georgia (UGA) seeks an applicant for a postdoctoral research scholar in STEM education. The postdoctoral scholar will join a large-scale NSF-funded project to promote institutional transformation in undergraduate STEM education. The postdoctoral scholar will work with a highly collaborative team of discipline-based education researchers to investigate thinking and actions relevant to STEM education among faculty, departments, and the administration. The postdoctoral scholar will be supervised directly by Dr. Tessa Andrews and will work with other project leadership, including Drs. Paula Lemons, Peggy Brickman, Erin Dolan, and Sarah Covert. Candidates must have: (a) a Ph.D. in a STEM discipline, STEM education, higher education, or a closely related field; (b) a strong record of publication; (c) demonstrated interest in discipline-based education research; (d) high self-motivation to develop research questions, design, and analyses. Preference will be given to applicants with the following characteristics: strong written and oral communication skills; experience with qualitative and quantitative research methods; and experience with management and organization of large projects. The postdoctoral scholar will join a vibrant community of faculty, postdocs, and graduate students in the area of biology education research, as well as the SEER center community, which gathers and supports researchers studying undergraduate education across STEM disciplines. There are many opportunities for professional development and opportunities for the postdoctoral scholar to develop their own interests and projects in STEM education research. This position is full-time with a flexible start date as early as November 2018 with the possibility of renewal for multiple years. Candidates should electronically submit a cover letter, curriculum vitae, summary of STEM education research interests (2 pg. limit), and contact information for three professional references to tandrews@uga.edu. The salary is $50,000 with associated benefits. Review of applications will begin September 30 and continue until the position is filled. Please contact Tessa Andrews (tandrews@uga.edu) with any questions. The University of Georgia is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, gender identity, sexual orientation or protected veteran status.

Postdoctoral Youth-focused Natural History Museum-led Citizen Science– The Center for Community and Citizen Science
The LEARN CitSci project [NSF Project title: “Youth learning in Public Participation in STEM Research opportunities (crowdsourcing and citizen science) facilitated by natural history museums”] is an international collaboration between experts from disciplines including environmental science, citizen science, museum education, environmental education, and learning analytics. One year into this 4-year project, this project builds on Ballard and team’s work on Youth-focused Community and Citizen Science (YCCS), and collaborative research on natural history museum-led citizen science.

Program Director in GeoStem– University of Austin, Texas
Oversees the outside-of-school time programs and partnerships that increase participation in the geosciences and promote a diverse future student body. Coordination includes formulation of data driven and research supported plans for broadening participation in STEM fields related to the geosciences and quantitative and qualitative analysis of program’s impacts and outcomes. Serves as daily administrator of the GeoFORCE program, providing oversight of all aspects of the program and the management of a budget of approximately 1 million dollars. The GeoFORCE program involves summer GeoSTEM learning field experiences for 400 high school students and academic school year geoscience related STEM career development exploration activities. Works to identify, cultivate, solicit and steward financial supporters, including individuals, corporations and foundations, working closely with the Jackson School Director for Outreach and Diversity and the Jackson School Development Office. Coordinates activities of GeoFORCE Houston Advisory Committee, a committee of industry, education, and non-profit leaders in Houston interested in increasing participation of underserved and economically disadvantaged students in the energy and earth resources related STEM fields. Convenes the Geoscience Education Inclusion and Equity Advisory Committee, an organization of national geoscience leaders interested in broadening participation in geoscience education in the classroom and outside-of-the classroom. Works with the outreach and diversity coordinator for operations in planning for outside-of-the classroom programs to properly manage and control both the financial and logistical aspects of the activities. Works closely with the outreach program coordinator for transition to college and teacher training on academic aspects of high school programs to insure successful preparation and transition of students to geoscience related college STEM majors. Participates in GeoFORCE activities as evidence of the senior commitment to the program. Investigates and develops proposals, programs and new partnerships that promote increased participation in the geosciences, increased diversity and international outre

 Summer Week August 13

Adjunct Faculty in Human Anatomy– Washington State University Vancouver
Washington State University Vancouver’s Biology Program is seeking applicants for Adjunct Faculty to teach a Human Anatomy course with two lab sections and a General Microbiology course during the Fall 2018 semester (August 20 – December 18). Applicants can apply for multiple positions in the same application.

Chemistry/Science Education Position- Western Washington University
The successful candidate will enhance our existing strengths in undergraduate education and science teacher preparation, and will teach chemistry courses as well as K-12 science teacher preparation courses in SMATE. The teaching assignment will be distributed evenly between chemistry and SMATE. This person must be committed to quality undergraduate education and to fulfilling teaching responsibilities in ways that support an equitable and inclusive learning environment for students. The successful candidate will be expected to develop and maintain an active research program involving undergraduate and M.S. students, preferably one that emphasizes science education ​and supports active collaborations within and between the SMATE and Chemistry programs. This faculty member will also be expected to participate in service activities, including departmental committees and student advising.

Instructional Designer– University of California Merced
Reporting to the Human Resources’ Talent Development Manager, the Instructional Designer will create and assume responsibility for online, in-person and/or hybrid certificate programs, services and trainings for staff members. This includes, but is not limited to creating customized educational programs for business, administrative and academic departments across campus; a certified staff internship program; and certified up-skilling programs and services for staff members.

Organizational Insight Analyst– Stanford University
The Office of the Vice Provost for Teaching and Learning’s (VPTL) Evaluation and Research team seeks an energetic and productive teammate to stimulate and support projects that reveal new insights into teaching and learning. The Organizational Insight Analyst (OIA) will collaborate with VPTL staff and Stanford faculty to establish quantitative methods, analyses, and dashboards that leverage learning data to generate practical insights and advance pedagogy. The OIA will also provide primary data analysis and manage the campus-wide Online Course Evaluation system and related student feedback mechanism.

Tenure-Track Assistant Professor, Department of Biological Sciences– California State University, Sacramento
The position is for an Assistant Professor who will teach in their area of expertise and perform discipline-based education research. Please see the announcement below with the link to additional information and application instructions. I am attending SABER and happy to answer any questions about the position or life at Sac State. I am also happy to answer questions via email. Position available in Biology Education. Requirements include: (1) Ph.D. in Biology or related discipline, completed by August 2019, (2) Experience in college teaching, and (3) Research that can be adapted to a comprehensive state university where teaching is the primary focus. The Department of Biological Sciences at California State University, Sacramento expects its faculty members to achieve excellence in classroom teaching and engage in scholarship, student advising, university service, and community service. Applications must be submitted through the Sacramento State recruitment website: http://csus.peopleadmin.com/postings/3253. Application must include: cover letter, CV, unofficial transcripts for all undergraduate and graduate coursework, statement of teaching philosophy, statement of research interests, statement of diversity, and contact information for three professional references. Position is open until filled, but review of applications begins on September 14, 2018; preference will be given to applications received by this date. For more detailed information, please see vacancy announcement at http://csus.peopleadmin.com/postings/3253. Equal Opportunity Employer. Clery Act statistics available. Mandated reporter requirements. Background check (including criminal) is required.

 

Summer Week of August 10

Director in Mathematics and Science Education– Middle Tennessee State University
Middle Tennessee State University (MTSU) is seeking a tenure-track faculty member (#107490) with a national reputation of scholarship in mathematics education, biology education, chemical education, and/or science education to direct and grow the interdisciplinary PhD program in Mathematics and Science Education (MSE; http://www.mtsu.edu/programs/math-science-education-phd). Candidate must qualify for rank of associate professor or professor. Expedited tenure upon appointment possible. Start date for the position is August 1, 2019. The successful candidate will have a record of funded research in mathematics, biology, chemistry, and/or science education, experience mentoring PhD students, experience collaborating with a diverse community of academics, and ability to articulate a clear vision for the growth of the MSE PhD program.

Instructor (part-time) of Biology– Edmonds Community College
Edmonds Community College Biology Department is currently seeking instructors for fall quarter 2018 for BIOL& 211 and NUTR& 101To apply please email your CV, a letter of application directly addressing the required and desired qualifications, and the names and contact information for two current references to Christina Hanson, Biology Department, by August 3rd.  You will also need to fill out an application for employment http://edcc.edu/hr/Recruitment/job-openings.html.  We tentatively plan to interview qualified candidates in early to mid August.

Physics Teaching Assistant Instructor– Colorado School of Mines
The successful candidate will become part of the departmental teaching faculty team, which currently consists of six full-time teaching faculty members.  The team has primary responsibility for delivering the two-semester introductory calculus-based physics sequence using a hybrid-studio approach. In the introductory studio, faculty work with graduate and undergraduate teaching assistants to coach students through a combination of hands-on activities, problem-solving practice, and other computer-assisted lessons.  In addition, the successful candidate will contribute to other parts of the undergraduate Engineering Physics core curriculum and be a leader for educational innovation in the department and the larger campus. Additional responsibilities include training and supervising teaching assistants, departmental and campus committee service, and advising. Additional opportunities include contributing to our teacher preparation program, which has the potential to be one of the nation’s top producers of high school physics teachers.

Tenure Track Biology Education Position– Sacramento State University
Position available in Biology Education. Requirements include: (1) Ph.D. in Biology or related discipline, completed by August 2019, (2) Experience in college teaching, and (3) Research that can be adapted to a comprehensive state university where teaching is the primary focus. The Department of Biological Sciences at California State University, Sacramento expects its faculty members to achieve excellence in classroom teaching and engage in scholarship, student advising, university service, and community service. Applications must be submitted through the Sacramento State recruitment website: http://csus.peopleadmin.com/postings/3253. Application must include: cover letter, CV, unofficial transcripts for all undergraduate and graduate coursework, statement of teaching philosophy, statement of research interests, statement of diversity, and contact information for three professional references. Position is open until filled, but review of applications begins on September 14, 2018; preference will be given to applications received by this date. For more detailed information, please see vacancy announcement at http://csus.peopleadmin.com/postings/3253. Equal Opportunity Employer. Clery Act statistics available. Mandated reporter requirements. Background check (including criminal) is required.

STEM Student Support and Retention Specialist– Edmonds Community College
The STEM (Science, Technology, Engineering and Math) Student Support and Retention Specialist supports Edmonds CC’s mission, ‘Teaching – Learning – Community’, by facilitating the success of STEM students by coordinating student support services and acting as a primary resource person for STEM students. Responsibilities will include:
• Supports and facilitates the success of all STEM students. • Coordinates
 • Coordinates Supplemental Instructors (SIs) and tutors – scheduling, payroll processing, budgeting, directing students to appropriate academic support resources. • Coordinates student-to-student mentoring, student “ambassador” activities, and other student-to-student programs and activities. • Maintains up-to-date knowledge of resources for students (academic and non-academic) and serves as a primary point of contact for STEM students seeking help finding appropriate resources – e.g. advisors, counselors, financial aid, bus passes, etc. • Coordinates and advertises cohort-building events and activities, group advising events, and other activities to support STEM students. • Tracks and reports targets for STEM division and other objectives determined by STEM dean. • Interacts regularly with STEM students and faculty to foster and encourage relationship building between students and STEM faculty. • Develops and implements new initiatives to increase STEM student success and retention. • Maintains and creates databases, surveys, forms, presentation materials and spreadsheets as needed. • Manages student support budgets and develops necessary reports. • Creates and maintains a presence for STEM students on social media and online. • Maintains and coordinates STEM Study Room. • Recruits for the STEM programs through classroom visits, resource fairs, and other outreach events on and off campus. • Maintains and edits STEM pages on college website and STEM site on Canvas (Learning Management System). • Other divisional projects as assigned. For information on how to apply, please see https://g.co/kgs/jssKxJ

Summer week of July 23

Academic Coordinator I, Introductory Biology- University of California
The Department of Ecology, Evolution and Marine Biology (EEMB; www.eemb.ucsb.edu) and the Department of Molecular, Cellular, and Developmental Biology (MCDB www.mcdb.ucsb.edu) at the University of California, Santa Barbara invites applications for a Program Manager position, at the rank of Academic Coordinator I.
The Program Manager assists in administering course activities in the Introductory Biology Program consisting of a laboratory course and one or two lecture courses per quarter These courses have enrollments of approximately 800-1100 in each course every quarter of the regular academic year and 300-400 during the summer session. Thus, the program will administer between 2,000 to 3,000 students each quarter.  The Program Manager provides logistical assistance to the operation of both lecture and laboratory courses. This includes: production of materials required for instruction and the preparation, administration, and scoring of lecture and laboratory exams. In addition, the Program Manager will work collaboratively with the Academic Coordinator II to maintain the grade books (for both lecture and lab courses) and correspond with students regarding lecture and laboratory administration.  For the lecture courses, the Program Manager: 1. oversees the daily operation of lectures including live streaming, video capture, iclicker use and data processing, satellite room coordination, and assistance with other instructional technology; 2. produces the syllabi and other instructional materials and distributes teaching materials to faculty; 3. maintains the course websites (Moodle-based course management system), and 4. maintains attendance records for honors sections. For the laboratory courses, the Program Manager: 1. creates and maintains the course website (Moodle-based course management system); 2. manages online course components (web conferencing, Panopto, qauchocast, quizzes, etc.); 3. coordinates with approximately 20-25 TAs per quarter (4-5 in summer) and organizes the TA laboratory schedule and TA office hour schedule; 4. resolves student and TA issues related to scheduling, switching or adding laboratory sections. Additionally, the Program Manager will assist in supervising, facilitating, and evaluating teaching in the laboratory. The Program Manager will acquire and analyze data on learning measures in the lecture and laboratory by categorizing exam questions and using grading software to tabulate student responses across all lecture courses. A thorough understanding of the course material and objectives, and the ability to assess how material from different parts of the course(s) relate to one another will be necessary to complete this task. The program manager will work with the Academic Coordinator II to compile and analyze this data for presentation to the faculty. The Program Manager will be included in lab planning and assist with the supervision of both Student Research Assistant (SRAs) and lead Teaching Assistants to provide redundancy in management should any team member need replacement due to illness, vacation, leave, jury duty, etc. The Program Manager will report to the Academic Coordinator II and will work closely with all members of the Introductory Biology Program management team but must be capable of all duties with a minimum amount of supervision. This position requires a Bachelor’s degree in Biology or a related field. The candidate will need to demonstrate the ability to integrate material from different parts of the Introductory Biology course(s) and understand how they relate to one another, for example by providing evidence of previously managing an instructional program in the Life Sciences.

Assistant or Associate Professor in Chemistry and Science Education– Western Washington University
Applications are invited for one tenure track position at the assistant or associate professor levels in chemistry with a specialization in science education. This will be a joint appointment between the chemistry department and the Science, Math and Technology Education (SMATE) program at Western Washington University (WWU) in Bellingham, WA, beginning September 2019. The chemistry department and SMATE program are committed to WWU’s goal of recruiting and retaining diverse faculty, and welcome applications from diverse candidates. The ideal candidate will enhance our existing strengths in education and research by teaching chemistry and science teacher preparation courses as well as leading an active research program in science education. A Ph.D. by hire date is required. Please see the full position announcement for all required and preferred qualifications and to apply:  http://employment.wwu.edu/cw/en-us/job/495871/. Inquiries may be addressed to Prof. Emily Borda at (360) 650-3135 or bordae@wwu.edu.  WWU is an AA/EO employer.  For disability accommodation call (360) 650-3774. Review of applications begins September 17, 2018; position open until filled.

Assistant Professor of Practice– University of Texas
The Texas Institute for Discovery Education in Science in the College of Natural Sciences is seeking faculty to teach Research Experience courses and complete programmatic activities as part of its innovative science education program, the Freshman Research Initiative (FRI). FRI merges the teaching and research missions of the university by engaging undergraduates in conducting research project(s) related to a faculty member’s ongoing research. For more information, please click here. Responsibilities include teaching research-based courses, managing a fast-paced undergraduate research laboratory, and coordinating research- and teaching-related activities. The position also includes programmatic responsibilities such as course and curriculum planning, student recruitment, and program outreach. This position consists of a nine-month, non-tenure-track faculty appointment at the rank of Assistant Professor of Practice and a three-month summer administrative appointment for a total of 12 months of 

Biology Faculty Position– University of Louisiana Monroe
We are seeking an individual capable of teaching introductory biology courses and serving as the coordinator for the implementation of a Quality Enhancement Plan. This is a 12-month position that includes a half-time teaching appointment. As liaison to the Quality Enhancement Plan (QEP) committee, the candidate will be responsible for developing, implementing, and assessing pedagogical and metacognitive strategies for introductory major and non-major biology courses.

Collegiate Postdoctoral Fellowships– University of Michigan
LSA offers its students an outstanding undergraduate education in the liberal arts at a premier research institution and is dedicated to building a diverse and inclusive scholarly environment. The purpose of the LSA Collegiate Fellows program is to support exceptional scholars in all liberal arts fields who are committed to diversity in the academy and to prepare those scholars for possible tenure-track appointments in LSA at the University of Michigan. The College seeks early career scholars whose research, and/or teaching, and/or service will contribute to diversity, equity, and inclusion in higher education. The program is particularly interested in scholars with a demonstrated interest in bringing to their teaching/mentoring or research the critical perspectives that come from nontraditional educational backgrounds and pathways, and/or scholarly understanding of the experiences of groups who are historically underrepresented or marginalized in higher education.

Lecturer Positions– Georgia State University
The Department of Biology at Georgia State University (GSU) is experiencing dynamic growth under the leadership of a new Director and we invite applications for three (3) Lecture Faculty positions to contribute to this growth. We seek dynamic team-players that value educational assessment, innovative pedagogical tools, mentorship/research and have a strong passion for teaching. The Department enrolls nearly 2300 undergraduate students from diverse socioeconomic and educational backgrounds. The candidates will be expected to establish a vigorous teaching program that will synergize with existing teaching strengths in the Department of Biology and to have a strong potential for collaboration. Lecture Faculty are encouraged to guide undergraduate research in CURE settings as well as develop their own classes, study-abroad programs, and internships. These positions are 9-month appointments and the salary is competitive and commensurate with qualifications and experience. Successful candidates must hold a Ph.D., M.D., or equivalent degree in a discipline related to Biology. Applicants should submit a cover letter, curriculum vitae, statement of teaching philosophy, and a list of names for at least three references to tgross2@gsu.edu.
Lecture Faculty #1
Focus on Introductory Biology courses for majors and non-majors. These courses aim to build a foundation of knowledge rooted in understanding evolution and the building blocks of life. Outcomes for non-majors that take these courses include increased interests in STEM disciplines and comprehension of organismal biology and ecosystem dynamics. Our undergraduate majors are expected to integrate their pre-requisite knowledge from chemistry and mathematics-based courses for success in higher-level Biology coursework.
Lecture Faculty #2
Focus on Anatomy & Physiology (A&P) courses. This candidate will provide instruction in Introductory A&P courses for pre-nursing and other pre-allied health professions students. Typical lecture courses enroll 150-200 students who attend a concurrent laboratory course independently staffed. The A&P Lecturer will participate in pedagogical discussion groups focused on synchronizing course instruction and aligning course content with nationwide learning outcomes. Candidates are required to use creative, innovative and technologically-appropriate approaches to engage students in learning A&P content and are essential to success in teaching a diverse population of students.
Lecture Faculty #3
Focus on Microbiology courses. This candidate will be responsible for teaching courses including: Microbiology and Public Health, Microbiology for Biology-majors, Medical Microbiology, as well as electives pertaining to Microbiology, Immunology, or Epidemiology.

Postdoctoral Fellow in Chemistry and Biochemistry– Miami University
The primary responsibilities of the post-doctoral fellow include working on an NSF-funded project to develop assessment instruments and to investigate the role of cluster analysis in characterizing student thinking regarding particulate, symbolic, and macroscopic representations in undergraduate chemistry.

Visiting Instructor/Assistant Professor of Anatomy & Physiology– Alfred University
The Division of Biology at Alfred University invites applications for a one-year visiting instructor/assistant professor beginning August 2018. We seek candidates with expertise in human anatomy and physiology. Specific teaching assignments will include lower and upper division Human Anatomy and Physiology lecture/lab courses, a lower division Physiology of Aging course, and assistance with labs for Structure and Function of Organisms, a sophomore level core course for Biology majors.

Summer Week Two

Adjunct Instructor Position– WSU Vancuver
We are looking for a lab instructor for our fall course, Principles of Animal Development. The lab instructor would lead one lab section, meeting one day per week (Weds 1:10-3:50pm).  This is a terrific opportunity for a recent grad school graduate with lab leading experience or a postdoctoral fellow looking for teaching experience.  As the course instructor, I will provide assistance as needed. Interested applicants should send by email 1) a cover letter discussing training and experience as related to the required and preferred qualifications, 2) curriculum vitae, 3) contact information
for three references, and (4) evaluations of past teaching experience, if available to:
msberger@wsu.edu

Instructor in Biomedical Sciences– John Hopkins Center for Talented Youth Seattle University
The Johns Hopkins Center for Talented Youth (CTY) is seeking an instructor for our summer program held at Seattle University in Seattle, Washington! CTY offers challenging academic programs for advanced learners, ages 8-17, at twenty-four schools and colleges in the United States. (For a full list of sites, visit cty.jhu.edu/jobs/summer/sites_dates.html.) At each location, staff and students come together from across the country and around the world to form a vibrant and diverse community centered on learning and summer fun!

Postdoctoral Positions (2)– Cornell University
Two Educational Postdoctoral positions are available at Cornell University:
The anticipated start date for the appointments is August 1, 2018. The  review of applications will begin on July 15, 2018 and will continue  until a suitable candidate is selected. You can find more details about  the positions, and instructions about how to apply:  www.InvestigativeBiology.cornell.edu/jobs

Summer Term Week One

Director of First-Year and Retention Programs– The Wisconsin Institute for Science Education and Community Engagement
The mission of WISCIENCE is to collaborate with educators and scientists to provide resources and programming that improve the teaching and learning of science and increase access to quality science learning experiences, both formal and informal. The Director of First-Year and Retention Programs in Science is responsible for programs and courses to support first-and second-year UW-Madison undergraduates in science, with a particular emphasis on serving underrepresented minorities, first-generation college and transfer students. The person in this position will direct the IMPACT Peer Leader Program and associated course; the STEM Immersion and Transfer STEM Immersion Orientation Programs for incoming students, and develop and teach other related courses. All programs and courses will be closely coordinated with the programming and goals of the Division of Diversity, Equity, and Educational Achievement and other programs and offices serving underrepresented student groups in the schools and colleges across campus.

Instructional Lab Coordinator– Penn State Biology Department
In the Biology Department oversee approximately 30 student laboratory sections. Design and develop new experiments, troubleshoot each experiment before it runs in student labs, and update lab manuals, hand-outs, and supplemental materials as needed. Teach weekly pre-lab lectures as needed and substitute for lab instructors in emergencies. Together with lab course Lecturers write lab quizzes and exams, create and manage lab website for each course, organize and run weekly meetings with TAs, and demo lab techniques with TAs. Train and supervise Lab Tech responsible for support of laboratory classes.

Learning Assistant Program Director– Rutgers
The Learning Centers provide centralized academic support services to students across the Rutgers-New Brunswick campus. Our programs serve a diverse population of students through co-curricular and in-class support, formal instruction, and professional development. Capitalizing on the success of peer-led practices, we craft student-centered services that are founded upon around active and collaborative learning. Professional staff members mentor student employees, offer instruction in pedagogy and academic skills, and provide administrative infrastructure. To inform decision-making and develop new initiatives, we continually assess our programs and collaborate with university partners, as well as participate in national and local academic support communities and contribute to educational research.

Research Data Analyst– University of California, San Francisco
The Research Data Analyst reports to the Director of Research in Career Education and is responsible for conducting a research project to identify some of the barriers to diversity at R1 institutions. Specifically, the Research Data Analyst will study some of the obstacles reported by UCSF biomedical graduate students, postdoctoral scholars, and City College of San Francisco (CCSF) biotechnology interns involved in the CCSF-UCSF Collaboration, either through the CCSF Biotechnology Internship program or the UCSF Mentor Training Program.

Visiting Assistant Professor in Chemistry–  University of Massachusetts Amherst
The Department of Chemistry (www.chem.umass.edu) invites applications for two Visiting Assistant Professor, non-tenure track positions (renewable up to three years) starting fall semester 2018.  Visiting Assistant Professors will be expected to perform the duties of a lead instructor of general and/or organic chemistry (lecture or lab). The incumbents should expect a teaching load of at least two undergraduate lecture or laboratory courses per semester.  One position is in the area of organic, and the other is open. Organic candidate will be expected to work directly with the current undergraduate lab director and teach organic lab and lecture and assist as departmental needs arise.  The open candidate will be expected to teach general chemistry, lecture, and work in conjunction with the general chemistry lab director. The initial appointments are for one year with a two-year renewal upon successful performance review after twelve months. Candidates should have a strong commitment to outstanding teaching. Involvement in the ongoing research activities in the department is strongly encouraged.

Spring Term Week Ten

Biology Lab & Safety Coordinator– Whitman College
PURPOSE 1) Help with the preparation, set-up, clean up, and equipment up-keep for a specific set of biology Ecology and Evolution courses. Oversee student employment dedicated to those courses.
PURPOSE 2) Member of the Biology Department administrative team. Duties include seeing to the administrative needs of the teaching greenhouse and department museum collections and assisting the Science Outreach Coordinator with program development.
PURPOSE 3) Safety Coordinator for the Biology Department including, training student employees in proper safety procedures and maintaining department safety compliance.

Education and Community Engagement Specialist– UNAVCO
The Curriculum and Instruction at Purdue University invites applicants for a postdoctoral position to conduct science education research in linguistically diverse high school classrooms for the academic year 2018-2019.The postdoctoral scholar will join a research team to work on NSF-funded project, Professional development for K-12 science teachers in linguistically diverse classrooms. The project aims to develop, implement, and study professional development to promote teaching and learning of English learners in linguistically diverse high school science classrooms. The professional development program is embedded within a school-based afterschool program and utilizes the Lesson Study model that engages teachers in ongoing collaborative workshop sessions with colleagues and the project team.
The successful applicant will play a key role in project management, implementation, and dissemination. Duties include collecting and analyzing qualitative data (e.g., classroom observation, interviews, video analysis), developing and implementing professional development for high school science teachers, presenting project findings at regional, national, and international meetings, and writing manuscripts for publications.
This position requires a PhD in science education, knowledge and expertise in one or more science subject area, and extensive experiences in qualitative research. Individuals with experiences and expertise in video-based research techniques using video analysis software, practice-based teacher professional development, designing and facilitating afterschool STEM programs, and teaching and conducting research in linguistically diverse learning environments are encouraged to apply.
To apply, please send a letter of application that describes your background, research interests, and qualifications, a curriculum vitae, a sample of scholarly writing, and names of three references to Dr. Ryu. Review of applications will begin immediately and will continue until the position is filled. Continuation of this position beyond one year is contingent upon the availability of funding and satisfactory accomplishment of duties. The planned start date for the position is August 13, 2018. Questions about this position and application process can be sent to Dr. Minjung Ryu at mryu@purdue.edu.

Science Education Research– Purdue University
UNAVCO invites applications for the staff position of Education and Community Engagement Specialist, responsible for managing the portfolio of work under the geoscience workforce (geo-workforce) initiative including a strong emphasis on broadening participation. The geo-workforce initiative aims to facilitate the development of a robust, well-trained and diverse geoscience workforce with the knowledge, skills, and abilities to tackle emerging scientific and societal issues. The work portfolio includes multiple internship programs, supporting UNAVCO efforts in increasing diversity in the geoscience workforce, and developing programmatic support for students, early career professionals, and researchers in the geodetic and geophysics community. The successful candidate will be a member of the Education and Community Engagement program staff. https://unavcocareers.silkroad.com/

 Spring Term Week Nine

Postdoctoral position in STEM Education Research -Duke University
A postdoctoral position focused on writing-to-learn pedagogies in science education is available in the Biology Department at Duke University. The position is part of an NSF-funded IUSE grant (Improving Undergraduate STEM Education) to understand the role of writing in promoting learning and engagement for undergraduates at the introductory and capstone levels, with particular attention to the mechanisms of effect. The responsibilities of the position include: executing empirical studies of student learning and engagement in collaboration with researchers and course instructors from biology, chemistry, statistics, and other disciplines/departments across three universities (Duke University, University of Minnesota, and University of Michigan); performing extensive quantitative analysis of new and previously-collected data; and disseminating products of our efforts to both research communities (through peer-reviewed publications, conferences, and written reports) and communities of practice (through annual professional development workshops and subsequent virtual collaborations).

Visiting Assistant Professor Position– Linfield College
Linfield College outside of Portland, OR, is looking for a visiting professor for next year, and one course they might teach is an upper-division Evolution course.  Please help spread the word to recent grads or postdocs who are interested in gaining some teaching experience.  A faculty member there writes: “Our VAPs are very well supported and treated as full-fledged members of the department, and receive full benefits. We have been very successful with previous VAPs moving on to other schools and into successful TT positions as well!”.  If anyone is interested and wants more information, they may contact the department chair, Dr. Chad Tillberg (ctillbe@linfield.edu).

Spring Term Week Eight

Curriculum Fellows Program– Harvard Medical School
Harvard Medical School (HMS) seeks applications from early-career science educators interested in a three-year fellowship within the HMS Curriculum Fellows Program (https://curriculumfellows.hms.harvard.edu). Curriculum Fellows work closely with committed members of the HMS faculty and administration to develop, deploy, and evaluate evidence-based improvements in graduate biomedical education. Fellows have gone on to careers as faculty at teaching-focused undergraduate institutions, leaders in centers for teaching and learning, discipline-based educational researchers, and administrators of higher education.
The fellowship period is spent in service of the curricular and programmatic goals of a specific sponsoring
department or graduate training program, the details of which are determined in collaboration with the
appropriate departmental/programmatic leadership. As part of the Curriculum Fellows Program, fellows are also provided with oversight and mentorship focused on the creation of aligned curricular and para-curricular programming for graduate training, the application of evidence-based teaching practices, and highly individualized professional development. Fellows are also expected to contribute to the HMS community of graduate biomedical educators by attending and presenting at workshops, an education journal club, and pedagogy-focused seminars. Collaborations to improve training across the HMS Program
in Graduate Education are encouraged and opportunities may exist to teach undergraduate courses and/or
conduct discipline-based educational research (DBER) — in both cases either in- or outside the scope of the fellows’ primary service. Suitable candidates will have a PhD in a scientific field relevant to the service mission of the hiring program
or department (see below) or in science education. Demonstrated interest and experience in scientific teaching, preferably at the graduate or undergraduate level, is required. The fellowship is intended for early- career scientist-educators. Therefore, applications from candidates with more than 5 years of postdoctoral research or teaching experience are discouraged. Fellows are appointed as research associates, with promotion to the rank of Lecturer possible based on experience and performance.

Spring Term Week Seven

Faculty Development Specialist– University of Rhode Island
Work directly with members of the university faculty to advance excellence in teaching and learning by offering a combination of workshops, seminars, and consultations. Use expertise in the scholarship of teaching and learning to help faculty members identify a range of evidence-based practices that are appropriate for their specific teaching contexts. Help faculty members collect and analyze direct and indirect measures of student learning for the purpose of improving course design and instructional techniques. Collaborate with other staff in the Office of Advancement of Teaching and Learning (ATL) in strategic planning efforts and in the design of appropriate assessment methods for those efforts. Consult with individuals, faculty groups, and academic units about teaching and learning concerns. This may include conducting classroom observations, collecting midterm feedback, facilitating focus groups, and surveying current or former students.

Postdoctoral Associate in STEM Education– University of Virginia’s Center for Teaching Excellence
The Research Associate training experience will include co-instructing teaching courses for STEM
teaching assistants (TAs) in the School of Engineering and Applied Sciences and in the School of Arts &
Sciences. The Research Associate will develop and conduct educational research related to teaching
courses; participating in educational development programs as part of the post-doctoral teaching
mentorship process. In addition the Research Associate will help to create a model for expanding these
teaching courses to other STEM departments.
Completion of a Ph.D. or Ed.D. in science, engineering, math or STEM education fields or equivalent is
required by appointment start date. The successful candidate will have teaching experience in a STEM
discipline or teaching STEM methods. Knowledge of and experience implementing evidence-based
teaching practices in higher education is essential. Strong oral and written communication,
organizational, attention to detail, and administrative skills are required. The incumbent must have the
ability to successfully manage both teaching and research responsibilities. Qualitative and/or
quantitative education research experience and evidence of outstanding accomplishments in teaching
are preferred. To apply, visit https://jobs.virginia.edu and search on Posting Number 0623256. Complete a Candidate
Profile online and attach a cover letter stating your experience with teaching and research in STEM in
higher education, curriculum vitae, and provide contact information for three references. Review of
applications will begin on June 11, 2018 and will continue until the position is filled.
This is a one year appointment, however, the appointment may be renewed for one additional year
dependent upon the availability of funding and satisfactory performance.
For questions about the position, please contact Lindsay Wheeler at lsb4u@virginia.edu. For questions
regarding the application process, please contact Zachary Harpine at zh5zt@virginia.edu.
The University will perform background checks on all new hires prior to making a final offer of
employment. The Center for Teaching Excellence and the University of Virginia are Equal
Opportunity/Affirmative Action employers. We seek to build a culturally diverse intellectual
environment and welcome applications from women, minorities, veterans and persons with
disabilities.

Spring Term Week Six

Chemistry Education Postdoctoral Position– Florida International University
I am seeking to fill a post-doctoral research position at Florida International University beginning as soon as possible to work on the NSF funded project #1708589 Collaborative Research: Creating Assessments for Student Understanding of Core Chemistry Ideas in Introductory Biology. FIU is an exciting place to be and we have a growing group of talented faculty across multiple STEM disciplines in DBER. The position would be in the Chemistry and Biochemistry Department and STEM Transformation Institute. The person hired for this position would study the impact of different curricula on student understanding of core chemistry ideas. At FIU we implement an active learning pedagogy as well as a section is currently using a transformed general chemistry curriculum, which provides a unique environment to study. The preferred candidate should have experience in mixed-methods approaches (experience collecting and analyzing both interview and open-ended assessment data along with a quantitative statistical background is preferred) and would be expected to interact with other faculty, post-doctoral researchers, and graduate/undergraduate students within the other science disciplines. In addition, they will have the opportunity to mentor both undergraduate and graduate students. Candidates for the position should have a PhD in chemistry education or other related field. To apply, please send me (Sonia.underwood@fiu.edu) a cover letter, CV, and the name of three references. I will continue to accept applications until the position is filled.

Curriculum Fellow in Translational and Biomedical Sciences– Harvard Medical School
The Harvard Medical School Program in Graduate Education invites applications for a Curriculum Fellow (CF) in Translational and Biomedical Sciences. The Curriculum Fellow will provide broad curricular and academic support to the Leder Human Biology (LHB) program, a translational medicine certification for PhD students enrolled in the biomedical sciences.
Responsibilities

  • Work closely with the faculty directors of the Leder Human Biology program at Harvard Medical School to organize, teach, and evaluate courses required for the translational medicine certification
  • Serve as Associate Course Director in BCMP 234 (Cellular Metabolism and Human Disease), one of the required semester-length courses for the LHB Progam. Manage and mentor the course’s Teaching Fellows and help lead critical reading sections
  • Provide support and guidance for student-organized para-curricular activities associated with the Leder Human Biology program
  • Catalyze and evaluate initiatives to improve biomedical education across Harvard Medical School, and make evidence-based recommendations to faculty and teaching staff on curricular design
  • Help to develop and implement a new course on Case Studies in Human Biology

Physics instructor- Drury University
Drury University is currently accepting applications for a physics instructor to start August 2018. The successful candidate will contribute to an established physics program by teaching courses in the introductory sequence (algebra or calculus-based) with a possible opportunity to teach an upper-level course. Candidates must possess a Masters degree but a Ph.D. is preferred. Successful applicants will have experience teaching and mentoring undergraduates and demonstrate a commitment to serving undergraduate students through excellence and innovation in teaching. Candidates with interdisciplinary connections, including chemistry and/or biology, are especially encouraged to apply. To apply, send a letter of interest, a current CV, a statement of teaching philosophy, transcripts, and three letters of recommendation to: Chair, Physics Search Committee, Drury University, 900 N. Benton Ave., Springfield, MO 65802. Complete applications may be emailed as a single PDF or Word file to PhysicsInstructor2018@drury.edu<mailto:PhysicsInstructor2018@drury.edu>. Review of applications will begin May 11, 2018 and continue until the position is filled.

STEM Assistant Professor (tenure-track– University of Arkansas at Little Rock
The STEM Education Center and the College of Arts, Letters, and Sciences at UA Little Rock invites applications for a 12-month, tenure-track position at the level of assistant or associate professor with an emphasis in STEMeducation beginning June 2018. This position is a joint appointment between the STEM Education Center and one of the science departments within the College of Arts, Letters, and Science. Thus, this position requires an innovative teacher/scholar with a passion for STEM education. This position is governed by state and federal laws and agency/institution policy.

STEM Education Postdoctoral Position– CU Boulder
We seek to fill a Research Associate (“post-doctoral” level) position to work on an institution-wide educational transformation that focuses on enhancing the processes and tools used by departments in faculty-level evaluation of teaching. This project takes a holistic approach to change, focused on shifting institutional structures and culture around teaching through the development and implementation of a teaching quality framework. In this effort, we build on decades of research in scholarly teaching and evaluation of scholarly approaches to teaching. We seek to establish a framework for supporting and assessing teaching quality for all instructors across all departments on campus that is grounded in the scholarship of higher education, including the work of Bernstein and colleagues (2002, 2010) and Glassick and colleagues (1997). This framework defines teaching as a scholarly activity like research. It assesses teaching in terms of six core components of scholarly activity—clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique—through the use of three “voices” —those of a faculty member, his or her students, and his or her peers. The framework also supports improved teaching, by providing mechanisms for assessment to help faculty to improve in their practices. These framework categories are held constant across all departments; however, the interpretation of these categories and their relative weights would be defined at a department- by-department level, thus specifying in a clear way what is meant by “multiple measures” of teaching.

Teaching and Learning Postdoctoral Fellow– University of British Columbia, Vancouver
The University of British Columbia, Vancouver invites applications for a 75% full time, full-year Teaching and Learning Postdoctoral Fellow associated with the Coordinated Science Program  and Science One Program within the Faculty of Science. The Teaching and Learning Postdoctoral Fellow will join the Coordinated Science Program and Science One Program teaching teams to advance the educational mission of both programs.   The successful applicant will be expected to bring an interdisciplinary viewpoint to both programs in their teaching of the CSP workshops and Science One tutorials. Duties of the Teaching and Learning Postdoctoral Fellow will include:
– Facilitate student learning by teaching CSP’s interdisciplinary workshops (CSPW 100; 4-6 hours per week in each term).
– Develop new and innovative CSP workshops that promote disciplinary and interdisciplinary topics relevant to the program and its students.
– Maintain an active presence in the CSP group study space during normal operating hours in order to assist students who are working, and to foster a sense of community within the program.
– Holding regular, weekly office hours to assist CSP students with their homework in CSP disciplinary courses and workshops.
– Working with Instructors of the CSP lecture sections to help implement modern, student-centred approaches to learning science and identify areas of interdisciplinary connections between the CSP courses.
– Working with the rest of the Science One instructional team to develop and teach tutorials and classroom sessions on interdisciplinary or scientific special-topics.
– Develop and administer metrics, surveys, and other instruments to assess CSP and Science One program performance and efficacy throughout the year.
– Conduct scholarship of teaching and learning (SoTL) studies relating to the interdisciplinary learning environment found in both CSP and Science One
– Assist in recruitment and registration activities relating to both programs.
The position is subject to final budgetary approval. The Fellow will be appointed for one year, with renewal for a second year possible with satisfactory performance.  The preferred start date for the position is July 1, 2018.

Spring Term Week Five

Postdoc in Biology Education– Arizona State University
The Biology Education Research Lab in the School of Life Sciences at Arizona State University seeks an applicant for a postdoctoral research scholar in biology education. The postdoctoral scholar will join a NSF-funded project to explore biases in instructor exams in introductory biology courses and how exams could be modified to help them be more accurate and fair measures of student understanding. Candidates must have: (a) a Ph.D. in biology, science education, statistics, measurement or a closely related field, (b) a research record, (c) teaching experience, and (d) demonstrated interest in discipline-based education research. The postdoctoral scholar will be supervised directly by discipline-based education researcher Dr. Sara Brownell and will be part of a NSF-funded collaborative team consisting of Dr. Christian Wright, a discipline-based education researcher at Arizona State University, and Dr. Min Li, a psychometrician at the University of Washington. Preference will be given to applicants with the following characteristics: a strong record of research; strong skills in statistical analyses, including regressions and mixed effects modeling and/or psychometrics; ability to work with large datasets; strong oral and written communication skills; and ability to collaborate well as part of a team. This postdoctoral scholar will join a vibrant community of biology education research scholars as part of the Biology Education Research Lab at Arizona State University. There are multiple opportunities for professional development and opportunities for the postdoctoral scholar to develop their own interests and projects in biology education research. This position is a full-time, fiscal appointment, with a flexible start date of sometime between July 1st, 2018 and January 1st, 2019 with the possibility of renewal for up to one additional year, dependent on available funding, performance, and the needs of the University. Candidates should electronically submit a cover letter, curriculum vitae, summary of biology education research interests (2 pg. limit), copies of up to three representative publications, and arrange to have three letters of references all submitted to sara.brownell@asu.edu. The salary is $47,500 with associated University benefits. The initial closing date for receipt of applications is May 14th, 2018; applications will be reviewed weekly thereafter until the search is closed. A background check is required for employment. Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply. For more information about hiring standards at Arizona State, please visit: https://cfo.asu.edu/titleIX

Postdoc in Chemistry Education- University of South Florida
The Interactive Online Network of Inorganic Chemists (www.ionicviper.org) has an opening for a Research Postdoctoral Scholar at the University of South Florida (Tampa, Florida) with a focus on transforming postsecondary inorganic chemistry courses into more active and engaging learning experiences. The Postdoctoral Scholar will join a collaborative group of educators and researchers as new curricular resources (i.e., Learning Objects on the VIPEr website) are developed, data on student learning and instructional practices are collected and analyzed, and professional development workshops are planned and facilitated. Experience conducting chemical education research is not required for the position; however, candidates with experience in chemistry education research, scholarship of teaching and learning, or with a demonstrable knowledge of the themes, issues, and methods central to chemical education research are preferred. Candidates must have an interest in teaching undergraduate inorganic chemistry courses following the Research Postdoctoral Scholar experience. Please see the attached position advertisement for a complete description of the position and application process. Please contact Dr. Jeffrey R. Raker (jraker@usf.edu) for questions about the position. @usf.edu>

Research Associate– Center for STEM Learning, University of Colorado
This project takes a holistic approach to change, focused on shifting institutional structures and culture around teaching through the development and implementation of a teaching quality framework. In this effort, we build on decades of research in scholarly teaching and evaluation of scholarly approaches to teaching. We seek to establish a framework for supporting and assessing teaching quality for all instructors across all departments on campus that is grounded in the scholarship of higher education, including the work of Bernstein and colleagues (2002, 2010) and Glassick and colleagues (1997). This framework defines teaching as a scholarly activity like research. It assesses teaching in terms of six core components of scholarly activity—clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique—through the use of three “voices” —those of a faculty member, his or her students, and his or her peers. The framework also supports improved teaching, by providing mechanisms for assessment to help faculty to improve in their practices. These framework categories are held constant across all departments; however, the interpretation of these categories and their relative weights would be defined at a department- by-department level, thus specifying in a clear way what is meant by “multiple measures” of teaching.

Spring Term Week Four

Teaching Associate Position (full-time)- UW Seattle Department of Biology
The UW-Seattle Department of Biology has an opening for a Teaching Associate (UW Job Code 0169) in the Introductory Biology Series for the 2018-2019 academic year. Applications will be reviewed on the morning of Tuesday May 8th.
The goal of this position is to provide the best possible undergraduate education to a large and diverse group of students intended for a wide variety of careers using science and biology concepts. The Introductory Biology courses have well-established curricula; the successful applicant will be supported and will work from well-organized existing materials as they build teaching experience and work as part of a large teaching team. Previous Teaching Associates have noted that this is an opportunity to work with a large and diverse group of fantastic, hard-working, creative students during an extremely formative time in their development. Lab instructors are often their first and deepest contact on the road to them self-identifying as scientists and successful professionals. The successful applicant to this position will contribute directly to the success of 300-500 new scientists across many STEM fields. Past Associates have successfully applied with STEM undergraduate degrees, Masters degrees, or PhDs in Biology or related fields. Other pathways to relevant experience and skill in biology and teaching are also encouraged to apply.The teaching associates will teach undergraduate biology labs in conjunction with a large lecture course each quarter (either Bio180, Bio200 or Bio220).  This teaching position is a 100% FTE appointment at a salary of $4,000/month. The initial appointment would be for Autumn quarter (3 months starting on 9/16/18) with the intention of finding the right person to teach  for the entire 9-month academic year through Spring quarter (ending 6/15/19, summer quarter employment is not included in this position). The duties for this position include:

  • Collaborate in the teaching team for Bio180, Bio200 or Bio220 each quarter as assigned
  • Teaching six 3-hour labs per week, including
    • Cleaning and setting up labs
    • Instructing labs, including initial small lectures and leading lab activities
    • Maintaining safety standards for all students and staff
  • Attending the associated course lecture 4-5 times per week and assisting with exam proctoring
  • Coordinating with instructors and coordinators to maintain course cohesion
  • Holding office hours, engaging in online platforms, administrating course grades and answering student emails
  • Meeting weekly with the teaching team to give feedback, learn upcoming lab exercises, and practice teaching skills

Details: Recent syllabi for each of the introductory series courses are attached. This opportunity will be open until filled, however priority will be given to applications received before 8am on Tuesday May 8th. Continuation beyond the first quarter is conditional on satisfactory performance reviews. This appointment is under the faculty title “Teaching Associate”. This appointment is not tenure eligible. This teaching job will require availability throughout the quarter for all job duties and requirements. This is not a teaching assistant/ASE job, and it is not a job opportunity that can be done in conjunction with an active graduate program or with student status. Based on student enrollments, this position may flex down to an FTE between 70-99% (although this has not happened for any of our five Teaching Associate positions in the past three years). Strong biologists from a wide range of degree backgrounds (from BS to PhD) with experience and expertise in teaching are encouraged to apply. Background in and ability to teach Introductory Molecular and Cellular Biology is preferred. To apply: 

Please write a single email to benlw@uw.edu with the following items:

1. Please put “1819 Associate Application LastName FirstName” in the subject line.

2. Attach a short cover letter answering the following questions:

  • What are your specific teaching strengths? 
  • What teaching and educational experiences do you have that will inform your teaching of introductory biology?
  • What do you believe are the most important needs of introductory biology students at the university level?

If you are teaching in Spring quarter in the Pacific Northwest, please provide scheduling information in this cover letter such that a reviewer could attend and observe one of your classes. Please include any additional information relevant to this application. (Please limit cover letter to two pages.) Please title your cover letter using the following filename: “1819 Associate LastName FirstName Letter.pdf”

3. Attach a current CV. Please title your CV using the following filename: “1819 Associate LastName FirstName CV.pdf”

Files formatted as PDF are preferred. All on-time applications will be reviewed at the same time soon after the due date. Late applications will be reviewed on a case-by-case basis depending on the quality of the applications already received.

SPRING TERM WEEK THREE

Postdoctoral Position in Biology Education- Florida International University
The Biology Education Research Team at Florida International University (FIU) is recruiting postdoctoral fellows to join a dynamic group dedicated to improving and diversifying undergraduate biology education. Our research interests cover a wide range of biology education topics, including:

(1) social dynamics of small group work in college level active learning classrooms
(2) the relationship of different sources of motivation on student undergraduate and career pathways
(3) the analysis of a scientific writing exercise and the skills it provides participants
(4) the use of annotated primary literature in a teaching and learning setting
The successful applicant will join a project investigating a novel method for engaging students in what it means to do research. We have recently completed a pilot study of a research module involving the use of primary scientific literature and student-author interviews. Taken together, the two phases of this module place students in a research mindset: first by having students work through the data and results of a research project, and then by engaging students in an authentic conversation about the research process with a member of the scientific community. By analyzing both quantitative and qualitative data we will identify the underlying mechanisms of the learning gains taking place through this novel research module. There are many additional questions surrounding this research tract that the successful applicant will be encouraged to pursue further as an independent research project.
The successful applicant will have opportunities to interact and collaborate with nine discipline-based education faculty across multiple STEM fields.  The position requires either a PhD in biology with a demonstrated interest in education; science education; educational psychology; or other related fields.  Candidates should also have familiarity with active learning pedagogies, 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 be on a rolling basis.  Start date is flexible, but ideally the successful candidate would start by August 15th, 2018. The position is a joint appointment between the Department of Biology and the STEM Transformation Institute.  The STEM Transformation Institute is a multidisciplinary collaboration across the Colleges of Arts, Sciences & Education, and Engineering & Computing, for the research and development of effective educational practices that lead to substantial increases in the number of well-prepared STEM professionals, including teachers, graduating from FIU.  FIU is a public, urban, minority-serving research institution serving over 55,000 students located in Miami, FL.Any questions about this position can be directed to Dr. Melissa McCartney (mmccartn@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 mmccartn@fiu.edu.  Please indicate in the email that you are applying to work with the Biology team.

SPRING TERM WEEK TWO

Visiting Assistant Professor (NTT) in Biology– University Massachusetts
The Biology Department at the University of Massachusetts Amherst (www.bio.umass.edu/biology/) invites applications for one full-time non-tenure track position (renewable up to three years) starting fall semester 2018.  The Visiting Assistant Professor will be provided with research support and mentoring through placement in an active research lab. Candidates should have completed the Ph.D. by the beginning of the appointment. Exceptional promise in research and a commitment to outstanding teaching at all levels of the curriculum are expected. Applicants must review the list of potential sponsoring laboratories/mentors ( https://www.bio.umass.edu/biology/vap-mentors).  In addition to their research role, the Visiting Assistant Professor will have a mentored teaching load of two-courses per year.

SLP Graduate Education Mentor– University of Oregon
The Science Literacy Program (SLP) serves as the campus hub for science education reform and science communication. The Graduate SLP Education Mentor will support professional development for SLP Graduate Fellows and Undergraduate Scholars aiding undergraduate student success in science courses. SLP meets these goals by providing opportunities to 1) implement evidence-based pedagogies known to improve student learning, retention, and outcomes for all students, 2) improve science communication skills, and 3) assess student learning.

SPRING TERM WEEK ONE

Assistant Professor in Chemistry Education– National Institute of Education in Singapore
The Natural Sciences and Science Education Academic Group (NSSE AG) at the National Institute of Education in Singapore is committed to discovery and innovation in science and science education. Comprising faculty from both science content and pedagogical disciplines, we adopt an inter-disciplinary approach to teaching and research. Research by biologists, chemists and physicists in NSSE is centred on many areas of current cutting-edge science, both basic and applied. Our science educationists focus mainly on maximising the potential of every child through research on students’ learning approaches and problem-solving skills, and work with teachers to develop models of creative teaching and new approaches to learning. Faculty members receive research support through internal and external grants, as well as access to world-class research facilities. The NSSE AG invites applications for a tenure-track Assistant Professor position in Chemistry/Primary Science Education.  The NSSE AG conducts teaching and research in both science and science education.

Associate Director– Center for Science and Math in Context (COSMIC)
The Associate Director for the Center of Science and Math in Context (COSMIC) will be responsible for all aspects of the $8 million privately funded Wipro Science Fellowship grant (Wipro SEF).  The fellowship program identifies and supports science teaching fellows (K-12) across five school districts in each area and is run locally by a university site.   Teachers work with members of their cohort for 125 hours on vertical articulation of curriculum, leadership initiatives, and improving their science instruction and student learning.  Each teacher will also allocate an additional 125 hours to an individual professional development plan which will include opportunities to apply their leadership skills in their school districts and the larger educational community.  Each participant will attend monthly meetings of the cohort as well as meetings with their mentor who will oversee their professional development plan.  The program is being replicated in New York, New Jersey, Texas and in three new sites (CA, MO, FL) under COSMIC supervision. In addition, the Associate Director will be responsible for assisting the COSMIC Director in the fulfillment of all grant responsibilities, including project planning and coordination; managing and implementing project personnel and systems; internal and external compliance; and reporting. The incumbent will work with the COSMIC Director in the creation of a project work plan that meets the goals of the project as identified in the grant proposal; will assist the leadership team across eight universities in carrying out the work plan; and will communicate project needs to the COSMIC Director in order to keep him informed of general project activities related to operations, budget and data collection.
The incumbent is expected to communicate the project goals and opportunities to partners and stakeholders; strategize with the COSMIC Director and leadership team to improve efficiency of work, overcome challenges and identify new ways to improve the fellowship program; and set-up project leadership team meetings in order to keep all university sites informed of project progress and strategically plan throughout the year.  The Associate Director will assist the COSMIC Director and leadership team in writing an annual report to funders and will be responsible for the submission of mid-year/mid-project deliverables to funder; and for writing and submitting IRB proposals for research approval based on the data collection methods.  The Associate Director will implement professional development opportunities by working with district partners to identify needs of teachers and communicating opportunities to district partners to support the goals of the project.
The incumbent will also be responsible for carrying out all operational duties related to event planning and maintaining the project budget, ensuring that all items purchased support the work of the grant; will maintain all relevant paperwork related to purchases, stipends and reimbursements; and will assist the COSMIC Director in closing out the grant budget when the project is finished.
Duties include, but are not limited to:

  • Manage all COSMIC grants, which entails serving as project manager or overseeing project managers, ensuring compliance, and checking in with PIs about budget status on a bi-annual basis or as needed;
  • Oversee the financial management of the Center; review budgets for each project to ensure that the budget is balanced and closed out at the end of the year; assist staff in the creation of project budgets and ensure that all staff are in compliance with both grant and university policies and procedures; submit annual budget spreadsheets to ORSP and check that budgets are current on PeopleSoft;
  • Ensure the sustainability of the Center by identifying and securing grants and foundation monies that align with the mission and vision of COSMIC;
  • Serve as the Center’s resource for all IRB related questions or proposals; inform both faculty and staff of the IRB process and review IRB proposals before they are submitted and reviewed by the IRB; work closely with the IRB Coordinator within the Office of Research and Sponsored Programs;
  • Guide faculty and staff members on the grant proposal process at the university;
  • Work with the ORSP to ensure that all partner subcontracts are current. This will entail reviewing previous amendments, submitting a current scope of work for each partner, and providing ORSP with the budget for the current fiscal year for each partner.  Additionally, the Associate Director will follow-up with ORSP to make sure that the subcontract has been returned and new budget has been entered onto PeopleSoft;
  • Assist faculty members in setting up new accounts at the University by providing faculty with direction on where to access proper forms, how to fill out the proper forms, if faculty member is not familiar with a form, ensuring new projects have both a participant and a non-participant accounting codes, if needed and relaying chartfield string information to project coordinator;
  • Responsible for directly managing individual projects; responsible for coordinating the project across multiple institutions, managing project personnel and systems and all external and internal reporting; compile data; set-up new systems and reconcile participant databases to make sure all participant information is current and updated for future reporting needs; maintain and validate all systems and facilitate connections between project participants and institution to ensure accuracy of database information and provide access to all involved staff members and investigators;
  • Manage all project-wide communications; report progress on the implementation of the project plan; draft annual reports to submit to the funding agency and prepare executive summaries and other reports for key internal and external stakeholders;
  • Design event evaluation surveys, oversee data collection and summarize findings; provide analysis and input on annual management information system reporting and documenting for all project activities;
  • Participate in implementation planning, execution and prioritization of implementation for all new projects, including projects that are not directly managed by the Associate Director, on as as-needed basis;
  • Oversee the management of projects that are the direct responsibility of other Project Managers; responsible for reviewing documents and working with Project Managers on budgetary spending; serve as a liaison to the Project Managers to brainstorm new ideas or strategies and to partner in developing project work plans;
  • Ensure that the daily operations of the Center run smoothly and efficiently; may make non-personnel management decisions in the absence of the Director and may approve business expenses, including serving as a supervisor signatory when the Director is not available;
  • Perform other duties as assigned.

WINTER TERM FINALS WEEK

Assistant Director in STEM Education– Northwestern Searle Center
CIRTL (Center for the Integration or Research, Teaching, and Learning) at Northwestern and the Searle Center for Advancing Learning and Teaching are searching for an Assistant Director for CIRTL at Northwestern University. Northwestern is one of the 41 member institutions in CIRTL whose mission is to prepare future faculty in the STEM (Science, Technology, Engineering and Math) and SBE (Social, Behavioral, and Economic) disciplines by working with graduate students and postdoctoral fellows to improve undergraduate student learning. This person will work in collaboration with the CIRTL at Northwestern leaders, faculty, and staff to develop, implement and support programming at Northwestern and beyond.The Assistant Director will be housed in the Searle Center, report to the Director of Graduate and Postdoctoral Learning, and communicate regularly with institutional co-leaders of CIRTL at Northwestern. The Assistant Director will act as a liaison to the CIRTL Network and other CIRTL member institutions. This person will be responsible for coordinating the on-campus activities of CIRTL at Northwestern, which include leading a suite of educational and professional development programs for Northwestern graduate students and postdocs. The Assistant Director will provide strategic direction and leadership that includes developing, implementing, and evaluating: Mentored Discussions of Teaching; Searle Teaching-as-Research (STAR) program; CIRTL local and cross-network workshops and courses; and the Teaching Certificate Program. Other responsibilities include: consulting with STEM graduate students and postdoctoral fellows on teaching and professional development; engaging in scholarly work, including original research, conference presentations, and grant proposal development; contributing to the national CIRTL Network of institutions through online meetings, committees, workshops and courses; and working closely with the Director of Graduate and Postdoctoral Learning and a team of graduate assistants and program coordinator to implement programming through the Searle Center. We seek candidates who have experience in educational development, STEM learning and teaching, program planning and evaluation, grant development, research, and teaching in higher education.The deadline for submission is now Friday, March 23, 2018. To apply, please submit a letter of interest, CV, teaching statement, and names of three references directly to Nancy Ruggeri. In your letter, please tell us about your work developing and implementing STEM workshops or programs, and ways in which you have engaged in diversity, equity, and inclusion, as appropriate.
Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes including veterans and individuals with disabilities. Women and minorities are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.

Postdoc – Boulder Colorado
The PhET Interactive Simulations Project (http://phet.colorado.edu) at the University of Colorado Boulder has an opening for a full-time Research Associate (postdoc or early researcher) position with a focus on research involving accessible simulation features and their use by students with and without disabilities. The PhET Team designs and develops interactive simulations for teaching and learning science and mathematics with supporting professional development materials, and makes all of these resources available for free to educators and students around the world. Research at the K-12 and college levels is a major component of the PhET project, and focuses on understanding aspects of design and use that lead to increases in student engagement and learning. This particular position is part of PhET’s initiative to increase the accessibility of the interactive simulations for students with disabilities. The successful applicant will join the vibrant and productive PhET team. Their responsibilities will grow as the applicant becomes familiar with the project, to include:

* Designing accessibility features (as part of a 3- to 5-person team) into existing PhET HTML5 simulations. (Software programming is not required, though knowledge of basic coding principles is a plus – see description of desirable qualifications below. The PhET project has a team of professional software developers that will implement accessibility features in the simulations).
* Conducting user-testing of simulation use through interviews of students with and without disabilities
* Leading simulation design, development, and research efforts – e.g. analyzing data, conducting interview and classroom-based research studies (including developing connections and collaborations with school administrators and teachers, and conducting classroom observations), etc.
* Serving as a PhET project liaison to the accessibility, accessible technology, education research, and STEM and Special Education teacher communities
* Assisting with dissemination of the PhET project’s resources to the accessibility and teacher communities: developing and representing PhET in online forums and resources; running exhibit booths at national and local conferences; and assisting with teacher workshops.
The successful candidate will work at the University of Colorado Boulder which is a national leader in STEM education with over 50 campus programs addressing STEM education and the Center for Science Learning. The candidate will join the PhET Interactive Simulation project’s growing team of 20+ full and part-time faculty, researchers, teachers, software developers, and staff. More information on PhET can be found at: http://phet.colorado.edu.

Postdoc Research Assistant– Michigan State
The Automated Analysis of Constructed Response (AACR) Research Group (www.msu.edu/~aacr) in the CREATE4STEM Institute at Michigan State University seeks candidates to fill a one-year, 12 month (with possible additional years) Research Associate position in STEM teaching and learning.  We are an interdisciplinary team of Discipline-Based Education Researchers (DBER) from Biology, Genetics, Chemistry, Engineering, Education, and Statistics who are investigating computerized analysis of students’ writing in Science, Technology, Engineering and Mathematics (STEM) courses to model students’ thinking. We are expanding our NSF-funded projects to develop resources for analyzing undergraduate learning in the field of biology. Applicants should have completed a doctoral degree in the life sciences or STEM education with experience in discipline-based education research in biology.  Excellent communication and organizational skills are required. You will be expected to participate in the mentoring of graduate and undergraduate research assistants. Women and minorities are strongly encouraged to apply. For complete position requirements and to apply, please go to: http://careers.msu.edu and search for position 438349. MSU is an affirmative-action, equal-opportunity employer. MSU is committed to achieving excellence through cultural diversity. The university actively encourages applications and/or nominations of women, persons of color, veterans and persons with disabilities.

Professional Research Associate– PhET Interactive Simulations Project
Professional Research Associate (Postdoc or Early Researcher) in Inclusive Simulation Research in STEM Education with the PhET Interactive Simulations Project at the University of Colorado Boulder. The PhET Interactive Simulations Project (http://phet.colorado.edu) at the University of Colorado Boulder has an opening for a full-time Research Associate (postdoc or early researcher) position with a focus on research involving accessible simulation features and their use by students with and without disabilities. The PhET Team designs and develops interactive simulations for teaching and learning science and mathematics with supporting professional development materials, and makes all of these resources available for free to educators and students around the world. Research at the K-12 and college levels is a major component of the PhET project, and focuses on understanding aspects of design and use that lead to increases in student engagement and learning. This particular position is part of PhET’s initiative to increase the accessibility of the interactive simulations for students with disabilities. The successful applicant will join the vibrant and productive PhET team. Their responsibilities will grow as the applicant becomes familiar with the project, to include:
* Designing accessibility features (as part of a 3- to 5-person team) into existing PhET HTML5 simulations. (Software programming is not required, though knowledge of basic coding principles is a plus – see description of desirable qualifications below. The PhET project has a team of professional software developers that will implement accessibility features in the simulations).
* Conducting user-testing of simulation use through interviews of students with and without disabilities
* Leading simulation design, development, and research efforts – e.g. analyzing data, conducting interview and classroom-based research studies (including developing connections and collaborations with school administrators and teachers, and conducting classroom observations), etc.
* Serving as a PhET project liaison to the accessibility, accessible technology, education research, and STEM and Special Education teacher communities
* Assisting with dissemination of the PhET project’s resources to the accessibility and teacher communities: developing and representing PhET in online forums and resources; running exhibit booths at national and local conferences; and assisting with teacher workshops.
The successful candidate will work at the University of Colorado Boulder which is a national leader in STEM education with over 50 campus programs addressing STEM education and the Center for Science Learning. The candidate will join the PhET Interactive Simulation project’s growing team of 20+ full and part-time faculty, researchers, teachers, software developers, and staff. More information on PhET can be found at: http://phet.colorado.edu.

WINTER TERM WEEK 10

Learning Center Director- Kennesaw State University
Kennesaw State University is now accepting applications for a twelve-month, tenure-track faculty position to serve as the Director of the KSU Learning Center (KSULC). This position will have significant administrative responsibilities and minimal teaching expectations. The KSULC Director is responsible for:
•Assisting in the development of the KSULC (e.g., recommending an organizational structure for KSULC personnel and developing KSULC policies).
• Strategic planning, directing, and implementing KSULC activities.
• First-level oversight of the KSULC budget.
• Advocating for and marketing KSULC programs to students, parents, staff, and faculty.
• Managing and supporting KSULC personnel and programs, such as Supplemental Instruction and SMART center tutoring.
• Providing KSULC programming aligned with research-based best practices of metacognitive learning theory, student development, and cultural diversity
• Actively promoting diversity in staffing, programming, and student leadership.
• Planning, developing, implementing, and reporting on assessment activities in accordance with Improve KSU, the institution’s campus-wide assessment program.
• Conducting and coordinating research to advance student learning and self-efficacy, as well as to track development and effectiveness of innovative practices
• Performing other duties as assigned and/or as necessary to ensure the smooth functioning of the KSU Learning Center.
• Teaching one section of the KSU 1101 First-Year Seminar each Fall semester

Senior Lecturer, Principal Lecturer in Biology– University of Washington Tacoma
The University of Washington Tacoma (UW Tacoma) invites applicants for one full-time Lecturer position in Biology in the Division of Sciences and Mathematics (SAM) within the School of Interdisciplinary Arts & Sciences (SIAS). This is a full-time renewable position with an appointment term of one to five years and a nine-month service period beginning September 16, 2018. The successful candidate will be expected to engage with culturally diverse populations in higher education, integrate evidence-based and inclusive pedagogical techniques and technologies into teaching and learning, and mentor students in the sciences. They will also support the division, school, and institution through service. The ideal candidate will be passionate about teaching lower-division biology, particularly the Introductory Biology sequence (biodiversity, ecology, evolution; cellular and molecular biology; and plant and animal physiology), and able to teach upper division or general education courses based on area of expertise. There will also be opportunities to work with peers to coordinate, develop and expand the biology curriculum. The position requires a minimum of a Master’s degree or foreign equivalent in biology (or a related field), and experience teaching introductory courses at the university or college level. We are especially interested in applicants committed to implementing best practices in teaching underserved populations, and who are prepared to develop and teach courses serving students from majors including environmental science, biomedical sciences, and pre-health students, as well as non-science majors and pre-majors. Ideally, candidates will demonstrate versatility in teaching a range of courses within our existing curriculum, including lower division biology and upper division courses in our Conservation Biology and Ecology option. The successful candidate will become an integral member of a dynamic, interdisciplinary faculty and staff committed to excellence and innovation in teaching at an urban-serving campus. All University of Washington faculty engage in teaching and service.
The Tacoma campus of the University of Washington was founded in 1990 with an interdisciplinary approach at its core. It has evolved into a thriving downtown campus that serves students of a wide variety of ages and backgrounds in the South Puget Sound. Faculty have access to the resources of a major research university, including an extensive library system, but work and teach within a small campus setting. Our campus provides a unique environment for the development of creative teaching and community collaborations. UW Tacoma’s commitment to diversity is central to maintaining an atmosphere wherein students, staff, faculty, and residents find abundant opportunities for intellectual, personal and professional growth. UW Tacoma has an urban-serving mission, with access as a central value. More information about UW Tacoma and its strategic plan can be found here: https://www.tacoma.uw.edu/strategic-planning. Our university strategic plan foregrounds our commitment to access in all of its forms. With this in mind, we affirm our commitment to value diverse experiences and perspectives and to strive to fully include everyone who engages with the School of Interdisciplinary Arts and Sciences.

WINTER TERM WEEK 9

Lecturer of Biology (full-time)- University of Washington Tacoma
The University of Washington Tacoma (UW Tacoma) invites applicants for one full-time Lecturer position in Biology in the Division of Sciences and Mathematics (SAM) within the School of Interdisciplinary Arts & Sciences (SIAS). This is a full-time renewable position with an appointment term of one to five years and a nine-month service period beginning September 16, 2018. The successful candidate will be expected to engage with culturally diverse populations in higher education, integrate evidence-based and inclusive pedagogical techniques and technologies into teaching and learning, and mentor students in the sciences. They will also support the division, school, and institution through service. The ideal candidate will be passionate about teaching lower-division biology, particularly the Introductory Biology sequence (biodiversity, ecology, evolution; cellular and molecular biology; and plant and animal physiology), and able to teach upper division or general education courses based on area of expertise. There will also be opportunities to work with peers to coordinate, develop and expand the biology curriculum. The position requires a minimum of a Master’s degree or foreign equivalent in biology (or a related field), and experience teaching introductory courses at the university or college level. We are especially interested in applicants committed to implementing best practices in teaching underserved populations, and who are prepared to develop and teach courses serving students from majors including environmental science, biomedical sciences, and pre-health students, as well as non-science majors and pre-majors. Ideally, candidates will demonstrate versatility in teaching a range of courses within our existing curriculum, including lower division biology and upper division courses in our Conservation Biology and Ecology option. The successful candidate will become an integral member of a dynamic, interdisciplinary faculty and staff committed to excellence and innovation in teaching at an urban-serving campus. All University of Washington faculty engage in teaching and service. Submit all application materials through Academic Jobs Online. Application materials, including letters of recommendation, received via email will not be considered. Screening of applicants will begin March 23, 2018 and will continue until the position is filled. For further information, e-mail Dr. Bonnie Becker, search chair, at bjbecker@uw.edu.

Nutrition and Biology Instructor– Seattle Central College
The Biology Department at Seattle Central College has a full-time tenure track opportunity for an enthusiastic, thoughtful and dedicated instructor looking to engage and inspire students in the life sciences. We welcome applicants with the ability to work effectively with students and colleagues from a diversity of backgrounds in a campus climate that advances equity, promotes multicultural understanding and practice, and who has demonstrated strong commitment to student learning and success. Primary teaching responsibilities include nutrition, health, general biology and other courses, depending upon division needs and instructor’s background.  Related teaching opportunities may include e-learning, integrated studies and learning communities. This is a full-time, tenure track position reporting to the Dean of the Division of Science, Technology, Engineering and Math (STEM) at Seattle Central College.

Postdoctoral Position in Chemistry Education Research (full-time)- University of Nebraska-Lincoln
The Department of Chemistry at University of Nebraska-Lincoln (UNL) is searching for a full-time postdoctoral position in chemistry education research with Dr. Alena Moon. The postdoctoral fellow will assist in constructing a learning progression for a core concept in physical chemistry. The successful applicant will design and conduct qualitative interviews with a range of participants—from introductory undergraduate students to graduate students. Candidates should have a Ph.D. in Chemistry, Chemical Education, Science Education, or a related field with significant interest and experience in undergraduate science education research. The ideal candidate will have experience with qualitative and quantitative research and an interest in learning progressions. The candidate must have experience working with diverse groups, strong communication skills (verbal and written), and excellent organizational abilities. Responsibilities will include, but are not limited to: 1) designing, conducting, and analyzing qualitative interviews; 2) publishing and presenting research findings at conferences and in refereed journals; and 3) assisting in the development of research proposals to secure extramural funding. Additionally, there will be opportunities for the applicant to pursue independent research interests. The postdoctoral position is a one-year (12 month) appointment starting Fall 2018, with potential for renewal, with a salary of $48,000, including benefits. To apply, send a cover letter, CV, contact information for three references, and a statement of research goals and interests (1-2 pages) to Dr. Alena Moon (alenacmoon@gmail.com). The position will remain open until filled, but for full consideration, applications should be received by March 30, 2018.

Professor of Chemical Education– University of Sydney
This exciting new position will work closely with the Head of School, Associate Head of School (Education) and the Chemistry Education Committee and within the general outlines of University, Faculty and School strategic directions. The appointee will provide high level academic and education leadership in the School of Chemistry to ensure excellence in teaching and learning, research and research training, and community engagement. The successful candidate must be innovative, creative and committed to enhancing education within the School of Chemistry. The appointee will have an outstanding track record in the areas of teaching and innovation, research in chemical education, and external engagement.The position is full-time continuing and a competitive remuneration package will be negotiated with the successful candidate.For more information on the position, faculty and University, please view the candidate brochure available on the job’s listing on the University of Sydney careers website. All applications must be submitted via the University of Sydney careers website. Visit sydney.edu.au/recruitment and search by the reference number 2262/1117 for more information and to apply.

Undergraduate Laboratory Director– The Department of Physics and Astronomy at Washington State University
The Department of Physics and Astronomy at Washington State University (WSU) in Pullman seeks a permanent Undergraduate Laboratory Director starting summer/fall 2018. The Director is expected to drive transformative change in all aspects of our undergraduate laboratory courses — impacting roughly 2000 students each year (fall, spring, and summer semesters) — using current accepted best practices to improve course content, materials, schedule, and pedagogy, with opportunities for further professional development. Innovation is supported and encouraged.  Requirements: minimum B.S. or B.A. in physics or a related field, and demonstrated excellence in teaching and/or curricular development. A more complete description of the position, including required and preferred qualifications, and the application process may be viewed at wsujobs.com/postings/36703<https://www.wsujobs.com/postings/36703>. Washington State University is an Equal Opportunity/Affirmative Action Educator and Employer. Ethnic minorities, women, and members of other underrepresented groups are encouraged to apply.

Visiting Faculty Positions (full-time)- Department of Biology, University of Richmond
The Department of Biology at the University of Richmond seeks to fill two full-time visiting faculty positions (non-tenure track) for the 2018-19 academic year, beginning August 2018 and ending May 2019. Both positions have the possibility of renewal for a second year. We are looking for broadly trained biologists with expertise in cellular/molecular biology, ecology/evolution, and/or interdisciplinary training spanning both concept areas. Applicants should demonstrate a strong commitment to high quality undergraduate education and an interest in teaching at a primarily undergraduate institution (PUI). The position entails teaching four units per term, including introductory level courses with lab (where each count as a unit) and upper level electives in the candidate’s area of expertise. Research space and access to equipment may be made available based on synergy with existing faculty research programs. Applicants must have a Ph.D. in hand by August 20, 2018. Applicants should apply online at http://jobs.richmond.edu and upload a cover letter; a statement that addresses their teaching experiences and their vision for being a teacher-scholar at a PUI; a current curriculum vitae; and the names of three references who can address teaching effectiveness and potential. References will be contacted once a short-list of candidates is made. Review of applications will begin immediately and qualified applicants will be considered until the position is filled. Questions concerning the position and application process should be directed to Dr. Omar Quintero (oquinter@richmond.edu). The University of Richmond is committed to developing a diverse workforce and student body and to being an inclusive community. We strongly encourage applicants address how they envision contributing to these goals in their application materials. We are especially interested in recruiting individuals who have interest or experience in broadening access and inclusivity in STEM disciplines (Integrated Inclusive Science) which aligns with the University’s strategic plan (https://strategicplan.richmond.edu/).  For more information on the department, see http://biology.richmond.edu/.

Assistant Teaching Professor (Full-time)– University of Notre Dame
The Department of Chemistry and Biochemistry in the College of Science at the University of Notre Dame invites applications for a full-time teaching faculty position to support the Neuroscience and Behavior (NSBH) undergraduate major.  We seek an individual capable of assuming a leadership role in the College of Science’s nationally recognized undergraduate programs. Qualified candidates will possess:

  • PhD-level expertise spanning the disciplines of neuroscience and biochemistry.
  • Demonstrated teaching excellence (i.e. prior teaching experience, use of evidence based practices).

Responsibilities will include:

  • Participating in delivering the core NSBH curriculum, notably in the areas of molecular biology, chemistry, and biochemistry.
  • Teaching biochemistry for pre-medical students
  • Developing an upper level elective course in the candidate’s area of expertise that expands of neuroscience content in the area of chemistry and/or biochemistry.
  • Contributing to the development of a neurochemistry track that will bridge the gap between the existing biochemistry and NSBH majors.

Biology Instructor of Life Sciences (Tenure Track)– Everett Community College
Include a cover letter that specifically and completely addresses each of the Minimum Qualifications and Preferred Qualifications. All applications will be screened, and finalists will be invited for an on-campus interview and teaching demonstration during the week of April 2-6, 2018. Applicants not selected for an interview will be notified by mail or email as soon as possible. Official transcripts will be required upon hire. Everett Community College’s vision, strategic plan and core themes value, respect and uphold diversity, equity, cultural competence and inclusion. Hiring and retaining a diverse workforce is a commitment for our institution. Everett Community College does not discriminate on the basis of race, color, religious belief, sex, marital status, sexual orientation, gender identity or expression, national or ethnic origin, disability, genetic information, veteran status, or age. Prior to hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position.

Faculty Position in Human Biology– National University
National University, a private, non-profit, and student centered university invites applications for a full time faculty position in Human Biology who can serve as Chair of the Department of Mathematics and Natural Sciences. The successful candidate will demonstrate experience in departmental leadership and university service, success in teaching human biology and allied health majors, and accomplishments in scholarship and academic advising.  Doctorate degree in a relevant field is required.  Initial full-time 2.5-year appointment with benefits, with opportunities for longer-term contract renewal.

 Founding Director Position– Teaching and Learning Center at the University of Missouri-Columbia
The University of Missouri-Columbia is establishing a campus teaching and learning center and is looking for applications for the Founding Director.  The Founding Director will “be responsible for creating and executing the essential operations of the center, including planning, implementing, and assessing programs and events; supervision of staff; and preparation of budgets. This candidate will drive innovation and high-impact faculty education that promotes excellence in a culture committed to diversity, equity, and inclusion.  Activities include providing orientation and instructional support for faculty and all instructors; coordinating conferences, workshops, and working groups concerning instructional methods; supporting peer mentoring and peer coaching activities; supporting faculty learning communities related to pedagogy and faculty education/development; providing career-specific programming for both new and experienced faculty; and conducting research about the scholarship of teaching and learning.”

Postdoctoral Position Center for STEM Research, Education, and Outreach- Southern Illinois University Edwardsville
Southern Illinois University Edwardsville’s Center for STEM Research, Education, & Outreach seeks candidates for a STEM Fellow position. The Fellow will be a critical part of a collaborative research team studying the design and development of an out-of-school-time program for minority girls focused on computational thinking. He or she will conduct all aspects of research, including designing and implementing protocols, recruiting and communicating with subjects, collecting and analyzing quantitative and qualitative data, writing reports for research agencies and research articles for peer reviewed publications, and presenting the research results at conferences. The Fellow will also direct the work of a graduate research assistant. The Center for STEM Research, Education, and Outreach is a university-wide initiative to develop, strengthen, and promote STEM (Science, Technology, Engineering, and Mathematics) research, education, and outreach at SIUE and in the region.  Learn more about the Center at: https://www.siue.edu/stem/

 Postdoctoral Position in Chemical Education Department of Chemistry– Wesleyan University
The Department of Chemistry at Wesleyan University is seeking applicants for a one-year postdoctoral position in the area of Chemical Education. The successful candidate will work closely with the faculty and staff with teaching responsibilities in the laboratory curriculum to design and develop project-based exercises suitable for general chemistry and organic chemistry laboratory courses; implement these exercises in the fall and spring semesters; design and carry out an assessment of the exercises; and disseminate the results both internally and externally. The postdoc will also be responsible for documenting the exercises and training faculty and TAs in their use. Applicants must have a Ph.D. in Chemical Education, Chemistry, or a closely related field and should have previous experience in the design, implementation, and assessment of project-based learning ideally in the context of a laboratory course. The successful candidate must have excellent organizational and interpersonal skills and a demonstrated record of successfully working with diverse student populations. The appointment is for twelve months with a starting date of July 1, 2018. Applications should be submitted at http://careers.wesleyan.edu/postings/6247. Complete applications must include a cover letter, curriculum vitae, and the names and email address for three references from whom we may obtain confidential letters of recommendation. Additional materials relevant to the position may also be submitted. The position will open until filled, but for full consideration applications should be received by March 30, 2018. For more information, contact Prof. Carlos Jiménez-Hoyos, at cjimenezhoyo@wesleyan.edu.

Postdoctoral Scholar– Florida International University, Miami, Florida
The College of Arts, Science & Education (CASE) at Florida International University (FIU), Miami, FL (USA) is seeking multiple candidates to serve as Distinguished Postdoctoral Scholars in fields of study relevant to CASE’s scholarly research areas in the sciences, humanities and education. Additionally, scholars may work with one of our preeminent centers including the Institute for Water & Environment, the Center for Children & Families, and the STEM Transformation Institute.The CASE Postdoctoral Scholars will work with a mentor/scholar of their choice. While the primary focus for the Postdoctoral Scholars will be to conduct scholarly activities and research, they will also be expected to interact with graduate students, participate in outreach efforts, and submit competitive research proposals where appropriate. The Postdoctoral Scholars will have the opportunity to teach if desired and will also be able to interact with faculty from across the College, as well as additional FIU faculty and external partners affiliated with the university. Appointments will have a term of one year starting in Summer or Fall 2018 and are renewable contingent upon excellent performance.  The Scholar will receive a salary of $50,000, plus benefits and a discretionary fund of up to $5,000/year for research and travel expenditures.  Applicants from underrepresented minority groups are highly encouraged to apply.   Candidates will be selected based on demonstration of research excellence and potential future impact on their respective field of study.
To apply, please send a cover letter that includes the name of the proposed faculty mentor, a proposed research plan, CV and the names of three references to alidelga@fiu.edu .  Please make sure you have contacted a potential supervisor who would be willing to be your mentor.

 Postdoctoral Scholar Positions– University of California, Los Angeles
The UCLA Postdocs Longitudinal Investment in Faculty Training (UPLIFT) program at UCLA supports postdoctoral scholars in the biomedical sciences who have a demonstrated interest in teaching, research, mentoring, and supporting diversity in science, technology, engineering, and math (STEM) fields. UPLIFT combines a traditional mentored postdoctoral research experience with an opportunity to develop academic skills, including teaching, with pedagogical training provided through workshops and courses, as well as faculty mentored teaching assignments at our partner institution, California State University Los Angeles (CSULA). The program is expected to facilitate the progress of postdoctoral candidates toward research and teaching careers in academia. The program is sponsored through Institutional Research and Academic Career Development Award (IRACDA), supported by the division of NIGMS at NIH. A major goal of IRACDA is to produce a workforce in STEM with a strong commitment to teaching diverse undergraduates, particularly at institutions that have a history of training students underrepresented in higher education. In addition to motivating the next generation of scientists at our partner institution, another goal of IRACDA, and more specifically our UPLIFT program, is to foster interactions between UCLA and CSULA faculty that can lead to further collaborations in research and teaching. The UPLIFT program invites prospective applicants in the biomedical sciences to apply. These postdoctoral awards are for up to three years of support.  Typically, the UCLA research mentor pays the first year and UPLIFT pays years 2-4.

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
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).