Educational Assessment Postdoc, Cornell NY

 https://academicjobsonline.org/ajo/jobs/27538

Applications are invited for a Postdoctoral Associate with a focus on educational assessment to help guide a Cornell initiative focused on innovation in the assessment of student learning at the course level. The Postdoctoral Associate will (i) work with the Faculty Director of the Active Learning Initiative to coordinate assessment analysis and research; (ii) help organize and convene the Working Group on Innovation in Assessment, an effort to support research, experimentation with, and adoption of new practices in undergraduate student assessment; (iii) offer assessment research expertise and work with participating faculty to help facilitate experiments in assessment practices that are rooted in the research literature; (iv) compile and evaluate the results of the working group’s efforts to share with the Cornell community; and (v) lead and contribute to research publications coming out of the initiative.

This position is part of a Cornell initiative to learn from, experiment with, and test student-centered assessment practices; to gather and discuss practical experiences with alternative assessment practices; and to seek alternatives to competitive grading cultures and high-stakes testing models. In addition to some practical teaching experience, the desired candidate will have experience with education research methodologies and an appreciation for and interest in pedagogy and the assessment of student learning. Collaboration and communication skills are also essential skills for this position.

The Postdoctoral Associate will have the opportunity to engage with the Cornell Center for Teaching Innovation, participate in weekly seminars with postdocs associated with the Active Learning Initiative, and work with Cornell’s community of discipline-based education researchers. We expect the working group’s efforts to lead to publication of the results. 

The Postdoctoral Associate will be required to be in residence at Cornell during the semesters of their tenure. The starting salary is $65,000 per year, plus benefits, moving expenses, and up to $2,000 per year in research allowance. 

All applications are due before the deadline of May 15, 2024. Review of applications will begin promptly and we expect Zoom interviews with shortlisted candidates to begin in early June.

Eligibility: We will consider applicants with a Ph.D in any discipline. Applicants must have received their Ph.D. degree no earlier than September 1, 2019. Applicants who expect to complete all requirements for the Ph.D. degree (including filing the dissertation) before July 1, 2024 are eligible to apply. The completion date for the Ph.D. degree cannot be waived or extended.

Logistics:

Employer: Cornell University

Location: Ithaca, NY

Start Date: July 1, 2024

Length of appointment: Annual contracts with renewal for up to 3 years

Time commitment: full time, but will consider part-time appointments

Application materials required:

Submit the following materials to complete your application:

• Cover letter

• Curriculum Vitae

• Research statement

• Teaching statement

• Three reference names provided

Assessment and Evaluation Specialist with Cornell University’s Center for Teaching Innovation

https://cornell.wd1.myworkdayjobs.com/en-US/CornellCareerPage/job/Ithaca-Main-Campus/Assessment-and-Evaluation-Specialist_WDR-00013283-2

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 Assessment and Evaluation Specialist 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 Assessment and Evaluation Specialist 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 Assessment and Evaluation Specialist 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.

REQUIRED QUALIFICATIONS:

M.A. or M.S. with strong methodological training in research/statistics and qualitative analysis; 5-7  years of experience in assessment, evaluation, educational research or educational measurement in a university or professional setting, with demonstrated facility in both quantitative and qualitative methods; or equivalent combination of education and experience. Significant experience in program development and management. Experience in office and budget management. Supervisory experience. Ability to address stressful situations using tact and diplomacy. Ability to balance competing priorities and meet deadlines. Excellent oral and written communication skills; demonstrated attention to detail; proven ability to communicate effectively with faculty, staff, and administrators in an appropriate, timely and accurate manner.

PREFERRED QUALIFICATIONS:Ph.D. preferred. Experience working in a teaching or student success center, involving consultations and workshops for faculty and/or graduate students, Postsecondary teaching experience, Expertise in data visualization, Educational development or assessment experience in digital learning, Educational development or assessment experience on working effectively with a diverse student population. Knowledge of STATA and related statistical programs.

When applying through our system, please remember to attach your application materials (Resume/Cover Letter/CV) in either Microsoft Word or PDF format.  In the Experience section of your application, use the ‘Drop Files Here’ box to manually drag document(s) into your application. For a more detailed description and instructions on how to apply online please click here as an external candidate or click here if you are an internal candidate. Please note:  Cornell Employees must apply through the Internal Cornell Career site.

No Visa sponsorship is available for this position.

No relocation assistance is available for this position

  

University Job Title:

Teaching Supp Spec IV

Level:

G

Pay Rate Type:

Salary

Company:

Endowed

Contact Name:

Brenda Joly

Number of Openings:

1

Current Employees:

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Diversity and Inclusion are a part of Cornell University’s heritage. We are a recognized employer and educator valuing AA/EEO, Protected Veterans and Individuals with Disabilities. Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students, and staff impart an uncommon sense of larger purpose, and contribute creative ideas to further the university's mission of teaching, discovery, and engagement.

Assessment Specialist I, Physics

ETS (Educational Testing Service), is a global non-profit organization, headquartered in Princeton, NJ. Our mission is to advance quality and equity in education by providing fair and valid assessments, performing educational research and influencing policies that promote learning, performance, education and professional development.
We are currently seeking an Assessment Specialist in Physics with these responsibilties:

• Develop Physics tests.
• Write, review, and revise test questions.
• Assemble tests or pools of questions to meet specifications.
• Work independently and as part of a team; must work with outside experts in physics.
• Assemble tests, review assembled tests, and assist in the preparation of Special Test Editions.
• Recruit, train, mentor, and manage outside item writers.
• Devise strategies for improving outside item writer results, develop item writer training materials: plan and lead item writer training meetings, & monitor work with outside item writers.
• Edit and review questions acquired from teacher consultants: gather and resolve feedback from multiple sources on items: evaluate question acceptability after testing.
• Assist client committees, including organizing meetings, recommending committee members, and explaining and summarizing statistical analysis results.
• Manage item evaluation process for one or more programs, use feedback from committee meetings and departmental staff to improve item quality for a program, & make recommendation on scoring problem items.
• Participate in physics constructed-response scoring activities, working closely with faculty consultants in areas of specialty.
• Plan, manage, and direct test development activities, possibly as a member of a Test Creation Team.
• Respond to inquiries from examinees, investigate possible copyright violations, and may review and make recommendations for security cases.
• Stay abreast of developments in the field: give presentations and serve as liaison to the academic community in science, science education, and statistics.
• Assist with reliability, validity or comparability studies.
• Review and revise program publications and interpretive test preparation materials: participate in teacher training activities.
• Serve on developmental teams, committees, corporate task forces and renewal teams, as requested.
• Assist in design and development of new assessments and innovative products and services. Proactively work toward shorter cycle time, reduced costs, greater customer satisfaction and quality maintenance.
• Proactively work toward shorter cycle time, reduced costs, greater customer satisfaction and quality maintenance.

EDUCATION
A Master's degree in Secondary Science Education or Physics, is required.

EXPERIENCE
Three years of professional experience including experience teaching physics at the high school or college level. Experience in test development, educational measurement, or applied statistics a plus.
Apply at: http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=163312&type=&cfcend

With more than 3,400 global employees worldwide, ETS develops, administers and scores more than 50 million tests annually in more than 180 countries, at 9,000+ locations worldwide. In addition to assessments, we conduct educational research, analysis and policy studies and develop a variety of customized services and products for teacher certification, English language learning and elementary, secondary and postsecondary education. Equal Opportunity Employer

Postdoc at Auburn University

Postdoctoral Research Fellow, Biggio Center for the Enhancement of Teaching and Learning

The Biggio Center for the Enhancement of Teaching and Learning is seeking candidates for the position of postdoctoral fellow in Teaching and Learning. We are seeking applications from individuals with a PhD in a discipline for which Auburn University awards doctoral degrees[Ed.--This includes physics.]. In addition, the successful candidate will have extensive experience working in faculty and graduate student professional development programs. The Biggio Center Postdoctoral Fellow will assist with assessment of existing and emerging programs and be able to guide the use of assessment data in program modification or redesign. The Postdoc should be able to add to the richness of existing Biggio Center programs for faculty and graduate student development. Fluency with information and instructional technologies is required. Experience working in a teaching and learning center is desired, as well as knowledge of relevant statistics and theories of faculty development. The position is available for a minimum of one year as a full‐time 12 month appointment based on need, performance and funding, with renewal possible for a maximum of four years. Salary will be commensurate with education and experience.

Review of applications will begin after March 31, 2014. The selected candidate for the position must be able to meet eligibility requirements for work in the United States at the time appointment is scheduled to begin and continue working legally for the proposed term of employment, and be able to communicate effectively in English. Interested applicants should apply for this position on‐line at the following url: http://aufacultypositions.peopleadmin.com/postings/387

Please have the following documents ready to upload: letter of application, curriculum vitae, statement of teaching philosophy, and names and contact information for three professional references.

Minorities and Women are Encouraged to Apply
Auburn University is an Affirmative Action/Equal Opportunity Employer

STEM education postdoc at CU Boulder

STEM Education and Assessment Fellows
University of Colorado Boulder
https://www.jobsatcu.com/postings/75979

Applications are invited for a post-doctoral associate in the newly formed Center for STEM Learning at the University of Colorado, Boulder. The successful candidates will work on educational transformation through a project focused on institution wide transformation, sponsored by the American Association of Universities. The overall project seeks to promote the use of research based instructional and assessment strategies. Responsibilities will primarily center on supporting faculty in the change process by identifying appropriate material resources to support assessment of teaching in multiple STEM disciplines, working closely with department leads to provide professional consultations with participating faculty on the use of identified materials, supporting the implementation of assessment measures by managing data collection and analysis, and consulting with faculty to reflect on the results.  Associates will also work with project staff to develop an online campus-wide, potentially national, portal to assist faculty in finding libraries of educational measures, easing use of such measures and sharing results.  Opportunities will also exist for working toward promoting the use of evidence-based measures of teaching impact and conducting research on the process of institutional transformation.   The Fellows will collaborate with a broad group of engaging and nationally renowned faculty, post-docs, and graduate students across multiple STEM departments at the University of Colorado.  The overall project also includes studies of institutional transformation, and provides opportunities for postdocs to participate in studies of individual and institutional uptake of new assessment tools and practices.

Qualifications: The successful candidates will have a strong disciplinary background in a STEM area and extensive experience in education research. Experience in biology or mechanical engineering is a plus as these are the initial departments on the project. The appointment is a one-year, renewable appointment with the preference that the successful candidate will be able to commit to the project for 2 years. The salary will be competitive and commensurate with experience.

Applications will consist of a cover letter, a vita, a statement of teaching philosophy and experiences, and three letters of recommendation. They can be submitted at https://www.jobsatcu.com/postings/75979. Review of applications is ongoing, and will continue until the position is filled.  A start date of 5/1/2014 is preferred but is negotiable. The University of Colorado at Boulder is committed to diversity and equality in education and employment.  For question about the position contact Dr. Melissa Dancy (melissa.dancy@colorado.edu).

Postdoc at Georgetown University

Georgetown University’s Center for New Designs in Learning and Scholarship (CNDLS) invites applications for a full-time, one-year postdoctoral research position to focus on higher education learning assessment and learning analytics. This position will support an institution-wide research project, entitled Formation by Design, on formational education (“education of the whole person”) and integrative learning in the shifting landscape of higher education. We will begin reviewing applications immediately, and will consider applications until the position is filled.

This position will work closely with, and receive guidance from, the CNDLS assessment and evaluation team, Faculty Research Directors and the Integrative Learning Analytics group, who will collectively be responsible for shaping the research agenda of the Formation by Design project. The postdoctoral researcher will be a full participant in shaping this intellectual research agenda and will support it by:

1. researching and drafting a comprehensive profile of learning analytics practices related to the full spectrum of development including social learning and dispositional analytics;
2. assembling, evaluating and organizing a repository of assessment instruments and protocols that focus on assessing important and elusive aspects of formation, such as ethical and reflective judgment, critical empathy, leadership, resilience, risk-taking and integrative thinking;
3. documenting and integrating the work of the research team into the larger project.

The postdoctoral researcher can expect professional development in a collaborative environment and significant opportunity for co-authoring publications. He or she will have the opportunity to work with a wide range of academic and institutional departments.

The successful candidate must have a Ph.D. and demonstrated qualitative and quantitative research and analysis skills. Background and strengths should include one or more of the following: learning sciences, higher education educational measurement, psychometrics, statistics, discipline-based education research, learning analytics, and program assessment and evaluation. The successful candidate will also have excellent writing, communication, and organizational skills as well as the ability to work well independently and collaboratively.

Those interested in the position should submit a CV, a letter of application, and names and contact information of three references to Mindy McWilliams, CNDLS Assistant Director for Assessment at mcwillie@georgetown.edu.

Postdocs at MSU

Three Post-Doctoral Research Associates
STEM Education
Michigan State University
Posting # 8540

The Automated Analysis of Constructed Response (AACR) Research Group (www.msu.edu/~aacr ) at Michigan State University seeks three candidates to fill three one-year, 12 month (with possible additional years) Research Associate positions in college teaching and learning in the fields of science or engineering.  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 large enrollment undergraduate Science Technology Engineering and Mathematics (STEM) courses to model students’ thinking.

We have received a 5 year NSF grant to expand our collaborations on these projects with STEM education researchers across the country. The selected Research Associates will participate in NSF-funded research projects in collaboration with MSU faculty in the Colleges of Engineering and Natural Science, and the MSU Center for the Integration of Research, Teaching, and Learning (CIRTL).  Our research group has a strong post-doc researcher mentoring program and an excellent placement record of our researchers.

Applicants should have completed a doctoral degree in a natural science, engineering, or STEM education. You should have a strong commitment to undergraduate STEM education and interest in working with a leading group of interdisciplinary STEM educators.  Successful candidates will have a mix of some set of the following skills, which will enable the Research Associates to make unique contributions to the project team:
•             disciplinary expertise in a STEM discipline
•             STEM education research
•             assessment of learning
•             faculty professional development for reformed teaching
•             computational linguistics / natural language processing
•             database management
•             web site development
•             multivariate statistics and computer modeling
•             experience with SPSS Modeler
•             qualitative research methods
•             experience publishing and presenting research findings
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.  The salary is commensurate with education and experience.

A complete application package consists of a cover letter, cv, copy of transcripts, two samples of scholarly writing and names and email addresses of three references. Review of application materials will begin November 8, 2013 and continue until the positions are filled.  Targeted position start date: January 6, 2014.

Apply online:
https://jobs.msu.edu     Search for position 8540

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.

Directorship at Armstrong Atlantic State University

 Armstrong Atlantic State University invites applications for its new Director of Assessment Director position.  Complete information may be found at https://jobs.armstrong.edu/postings/1538.

The Director of Assessment is a twelve month position which is responsible for the coordination of institutional assessment processes, including general education. The Director of Assessment is responsible for coordinating and gathering evidence of assessment outcomes, analysis of assessment findings for assigned projects, and dissemination of assessment findings.

The Director of Assessment serves as chair of the University Assessment Committee, and as a member of other committees as needed. The Director of Assessment works under the supervision of the Provost and Vice President for Academic Affairs, providing leadership in developing a campus-wide culture of assessment that reflects the University’s mission, improves student learning, and facilitates program and University evaluation for continuous improvement.

A review of applications will begin on Sept 3 and will continue until a suitable candidate is selected. For best consideration, please apply by this date.

About Armstrong Atlantic State University
Situated on the Atlantic coast in beautiful Savannah, Georgia, Armstrong Atlantic State University is a dynamic public university known for excellent arts and sciences along with outstanding professional programs. With approximately 7,600 students, Armstrong is small enough to foster a genuine sense of community and large enough to offer more than 100 academic programs that prepare our graduates for success in their careers and leadership in their communities. Armstrong is part of the University System of Georgia. Visit the University website at:http://www.armstrong.edu

Postdoc at Georgetown

Georgetown University’s Center for New Designs in Learning in Scholarship (CNDLS) invites applications for a postdoctoral fellow position to support CNDLS’ Doyle Faculty Fellows program and the Apprenticeship in Teaching program. The position is 3/4-time. The successful candidate might supplement this appointment with an adjunct teaching appointment (no more than one course per semester) at Georgetown, but this depends on the qualifications of the candidate and the needs of the university. We will begin reviewing applications on August 10, and will consider applications until the position is filled.

This 75% time position has a one-year term with potential for one renewal. The successful candidate must have a Ph.D. (open field), university teaching (or TA) experience, and a demonstrated enthusiasm for issues of pedagogical practice. The successful candidate will also have excellent writing, communication, research, and organizational skills as well as the ability to work well independently and collaboratively. Experience with and interest in program assessment and evaluation a plus.

The Doyle Faculty Fellows program (http://doyle.georgetown.edu/curricular/facultyfellows/) works with Georgetown faculty to integrate themes of difference and diversity in the work of their courses. The postdoctoral fellow is part of a small team of CNDLS colleagues who support this work with an annual cohort of 12-18 faculty from departments across the university. The Apprenticeship in Teaching (AT) program (https://cndls.georgetown.edu/atprogram/) prepares graduate students to serve as teachers. The postdoctoral fellow serves as a key resource for graduate students interested in teaching through facilitating workshops and providing feedback and mentoring.

Responsibilities include supporting faculty in course redesign and assessment, developing and facilitating workshops for graduate students on curricular design and teaching practice, reading and assessing graduate student teaching tasks (e.g., syllabi and teaching philosophy statements), researching best practices in higher ed pedagogy, writing documents related to the work of the programs, and assisting with program administration and strategic planning.

The postdoctoral fellow can expect professional development in a collaborative environment and would gain significant experience in the area of faculty development. He or she will have the opportunity to work with a wide range of academic and institutional departments.

Those interested in the position should submit a CV, a letter of application, and names and contact information of three references to John Rakestraw, CNDLS Director of Curriculum, Assessment, and Pedagogical Practice (jar34@georgetown.edu).

Harvard Initiative for Learning and Teaching Research Fellow

The Harvard Initiative for Learning and Teaching (HILT) seeks up to five Research Fellows for the 2013-14 academic year. The HILT Research Fellows will form an interdisciplinary cohort to work with one another, faculty and senior leadership within one or more of Harvard’s Schools, and the HILT team. HILT Research Fellows will conduct original research, synthesize and apply relevant extant research, and develop and implement assessments aligned with Harvard’s core teaching and learning mission. The positions are annual and renewable for up to three years.

The HILT Research Fellowships are intended for dedicated scholars with exceptional research skills, relevant backgrounds in behavioral science, social science or educational research, and an interest in advancing higher education through the scholarship of learning and teaching. The competitive salary and unique opportunities for independent, high-impact research are intended to attract unusually talented candidates, including those interested in tenure-track faculty positions. As appropriate, insights gained through the research of HILT fellows will be disseminated through a mix of publishable academic manuscripts, internal reports, in-person presentations, posters, and conference proceedings.

Background and details:

How can we improve higher education using research, community-building, and technology? This is the broad mission of the university-wide Harvard Initiative for Learning and Teaching, created with a $40M gift from Gustave and Rita Hauser. To further HILT’s mission, Harvard’s President and Provost have created the HILTResearch Fellowship Program, and are actively seeking Fellows for the 2013-2014 academic year.

Research Fellows will be coordinated centrally but each Fellow will be based at one or more specific Harvard school (e.g., Harvard Medical School, Harvard Graduate School of Education, Faculty of Arts and Sciences). The Fellows will therefore report jointly to the Director of the Harvard Initiative for Learning and Teaching and to faculty mentors selected according to both the incumbent’s scholarly interests and the school context.

The Fellows program is organized around the presumption that because teaching and learning are complex phenomena a) research should be approached from multiple levels of analysis and b) educational innovation should draw upon knowledge and methods from a variety of fields. HILT Research Fellows will function as a cohort with complementary expertise and perspectives, approaching school-based and university-wide projects from a collaborative, interdisciplinary perspective. Fellows will be considered from the following areas of expertise (and possibly others):
Areas of Expertise(s):

• cognitive sciences: memory, attention, problem-solving, intelligence
• educational psychology, learning sciences: learning, studying, feedback, instructional design
• social psychology: social cognition, mindset, group dynamics, meta-cognition
• economics: rewards, incentives, academic decision-making
• psychometrics, statistics: educational assessment, data-mining, network analysis
• computer science, educational technology: classroom technology, digital culture, social media
• organizational behavior, sociology, educational policy: organizational change, leadership, communities of practice

Candidates should have a PhD. at the time of application or by the end of the current academic year; in exceptional cases, candidates with other terminal research degrees may be considered. The degree should be in a relevant behavioral or social science field, as indicated above. Candidates should have demonstrated expertise in behavioral/social science research methodology (including statistics and data analysis), a record demonstrating the ability to publish in scholarly journals, and teaching experience in higher education. Applicant must possess strong writing, presentation, interpersonal, and technical skills (particularly using data processing and statistical software), and be willing to work as part of a collaborative, diverse research team.

Full job posting: https://academicpositions.harvard.edu/postings/4674

Researcher Position in teacher quality @ ETS in New Jersey

http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=134965&type=&cfcend

Job Description

ETS's Research & Development division has an opening for a researcher in the Understanding Teaching Quality (UTQ) Center.  The Center focuses on studies that examine a range of potential measures of teaching quality, including classroom observation and protocols, new measures of content knowledge for teaching, and measures based on student achievement.  The studies investigate a wide range of approaches to measuring teaching quality; however, all the studies are focused on contributing to existing knowledge about which aspects of teaching and the context of teaching contribute to student learning and success.

PRIMARY RESPONSIBILITIES
Provide scientific and technical expertise to a highly collaborative research team involved in research and development projects designed to improve our understanding of teaching quality. Work both independently and collaboratively to conceptualize, design, obtain support for, conduct, manage, and disseminate research that will focus on the conceptualization, measurement, and improvement of teaching practice.

Generate or contribute to methodological and theoretical advances in the measurement of teaching quality, with a focus on the individual, organizational, and contextual characteristics associated with effective teaching practice.

Develop and contribute to the development of new products or services to support the measurement and enhancement of teaching quality, focusing on skills and understandings of teaching across the continuum: from pre-service through advanced or master teaching.

Contribute to the conceptualization of, and actively lead and manage, complex research studies addressing issues of teaching quality and involving both primary data collection activities and secondary analyses. Use a variety of management skills for instrument design, coordination with academic and industry collaborators, staff assignment, training and the scheduling, budgeting, acquisition and utilization of equipment, facilities and services.

Prepare proposals for research and development projects and obtain financial support for new or continuing research activities. Plan initial and final proposal and project budgets.

Act as an expert consultant to both internal ETS program units and external educational institutions by communicating research, providing input to planned and ongoing activities, and recommending future research and development directions.

Disseminate knowledge, particularly the results of research, through the publication of research papers in peer-reviewed journals and in the ETS Research Report series, the issuing of progress and technical reports,  the presentation of seminars at major conferences and at ETS, and through books and chapters that impact practice in the field or at ETS.

Promote and maintain professional relationships as a representative, consultant, or advisor to external advisory or policy boards and councils, research organizations, educational institutions and educators. Respond to requests initiated by professional colleagues and educators.

Experience and Skills

REQUIREMENTS FOR A JUNIOR LEVEL POSITION
A Ph.D. or Ed.D. in education or closely related discipline and evidence of independent substantive research experience focused on teaching quality, teacher cognition, teacher education and/or teaching in a specific subject area, with particular interest in science or literacy/ELA.

REQUIREMENTS FOR A MID-LEVEL POSITION
A Ph.D. or Ed.D. in education or closely related discipline and three years of progressively independent research experience focused on teaching quality, teacher cognition, teacher education and/or teaching in a specific subject area, with particular interest in science or literacy/ELA.

REQUIREMENTS FOR A SENIOR-LEVEL POSITION
A Ph.D. or Ed.D. in education or closely related discipline and eight years of progressively independent research experience focused on teaching quality, teacher cognition, teacher education and/or teaching in a specific subject area, with particular interest in science or literacy/ELA.

OTHER REQUIREMENTS:

  *   Strong collaboration and communication skills
  *   Deep knowledge of teaching and learning
  *   Strong methodological background in qualitative, quantitative, or mixed-methods research

HOW TO APPLY
ETS offers competitive salaries, outstanding benefits, a stimulating work environment, and attractive growth potential. ETS is an Equal Opportunity, Affirmative Action Employer.

Question Writer for Science Bowl

The U.S. Department of Energy's National Science Bowl [see: http://science.energy.gov/wdts/nsb/] is a nationwide academic competition that tests students' knowledge in mathematics and multiple areas of science. National Science Bowl's high school competition involves more than 13,000 students and its middle school competition involves more than 5,000 students nationwide. Scientists and mathematicians who are interested in writing or reviewing questions may send their resume to: nsb-questions@orise.orau.gov. An honorarium is available for U.S. citizens and legal permanent residents providing sets of 60 questions following item specifications. Please see http://science.energy.gov/wdts/nsb/high-school/high-school-regionals/hs-rules-forms-resources/sample-science-bowl-questions/ for sample questions. The first due date for question sets will be December 1.

Postdoc at AAPT

[Ed note: this position has been filled.]

The American Association of Physics Teachers is seeking to hire a postdoctoral research associate to work on a new collaborative project on "Increasing Faculty Use of Formative and Summative Assessment through Online Resources and Faculty Development." The postdoc will be jointly supervised by Sam McKagan, the editor of the PER User's Guide, and Ellie Sayre, faculty with the Kansas State University Physics Education Research Group.

The position will be 70-100% time for 1.75 years, with the possibility of being extended contingent on future funding. The postdoc will work remotely with a geographically distributed research team. The postdoc may choose to work more directly with Dr. McKagan in Seattle, WA and join the research group at Seattle Pacific University, to work more directly with Dr. Sayre in Manhattan, KS and join the research group at Kansas State University, or may live elsewhere. The start date for the position is flexible, with the option to start as early as January 1, 2013, or as late as summer 2013. Review of applications will begin October 15, 2012 and continue until the position is filled.
For more information,see http://perusersguide.org/postdoc/

Education Researcher at Stevens Institute of Technology

A PhD in educational measurement, statistics, research methods, a natural science and/or engineering education or a closely related field, is preferred. The successful candidate will have at least two years of progressively responsible experience. Candidates with strong backgrounds in science and/or engineering education are preferred.

The Center for Innovation in Engineering and Science Education (CIESE) at the Stevens Institute of Technology, seeks an experienced K-12 science and engineering education researcher and assessment developer.  The successful candidate will support the Assistant Directors for Assessment and STEM Education Research in the design and implementation of research and assessment projects. He or she will also collaborate to prepare study results for publication or presentation, including conducting literature searches, producing charts and graphs, writing and/or editing. Job Description Plan, design, conduct or assist with education research projects. Participate in the design and development of quantitative research and data collection; monitor data collection and analysis; evaluate availability and usefulness of data; identify and collect additional data necessary for completing research projects. Design and develop plans for qualitative data collection, entry and analysis. Provide comprehensive review of data collected from field sites to ensure completeness, quality and accuracy; oversee scoring and entry of data for computer analysis.Write, review, and revise multiple choice, constructed response and curriculum-embedded assessments. Assemble tests or pools of items to meet specifications, working independently and as part of a team. Edit and review items acquired from external sources; gather and resolve feedback from multiple sources on items; evaluate item acceptability after testing. Write, rewrite, and edit proposals, professional reports, research instruments, research articles, and correspondence. Conduct literature searches; review current research on research models and methods. Perform independent analyses of literature by reading, summarizing, and evaluating it preliminary to undertaking research. https://www2.apply2jobs.com/Stevens/ProfExt/index.cfm?fuseaction=mExternal.showJob&RID=6701&CurrentPage=1 The Education Researcher position is contingent on grant funding. However, we are committed to support and will seek additional funds to continue the role.

Part-time Assessment and Evaluation Specialist at the University of Missouri

The MU Broader Impacts Network is seeking to fill an opening for an assessment and evaluation specialist to work with faculty and staff on their science outreach and broader impacts activities. The MU Broader Impacts Network is associated with the Office of Science Outreach, which is part of the MU Science Education Center.

Duties would include, but not be limited to:
· Consulting with faculty in regard to designing and implementing assessment tools for their science outreach/broader impacts activities.
· Providing training in assessment and evaluation for faculty and staff.
· Providing direction and support for assessment  and evaluation of the science outreach/broader impacts network model.
· Attending national and regional assessment and evaluation meetings.
· Building a broader impacts database and cataloging broader impact activities at MU.
· Coordinating across like programs for collaborative assessment and evaluation  opportunities and designing a suite of common assessment  and evaluation surveys for broad use or adaptation.
· Seeking out existing assessment and evaluation tools appropriate for science outreach/broader impacts projects and share with BIN staff and PIs.

Qualifications:
·       Master’s level preferred.
·       Prior experience with qualitative and quantitative assessment and evaluation a must.
·       Familiarity with computers including word processing and database management.

Specifics:
·       Salary Range: $18-20/hour.
·       Effort: 20-28 hours/week (temporary, non-benefits-eligible)
·       Start Date: August 1, 2012

Inquiries about the position may be addressed to Dr. Susan Renoe (renoes@missouri.edu).

To apply, send cover letter and rėsumė with references via email or postal service to:

Dr. Susan D. Renoe, Director
Broader Impacts Network
303 Townsend Hall
University of Missouri
Columbia, MO 65211
renoes@missouri.edu