Chief Editor, Physical Review Physics Education Research, International

The American Physical Society is conducting an international search for a new Chief Editor of Physical Review Physics Education Research (PRPER). A top ranked journal in its field, PRPER covers the full array of experimental and theoretical research relating to the teaching and learning of physics and astronomy. PRPER is also the only fully open access journal for physics education research.

 

The Chief Editor is key in shaping the journal and growing and elevating it within the community. The person in this role is responsible for the journal content, leading the Editorial Team, and the journal’s daily operation. As Chair of the Editorial Board, the Chief Editor selects and leads the journal’s board members, in consultation with the Managing Editor. They also appoint and oversee the journal’s Statistical Modeling Review Committee. The Chief Editor must be visionary and strategic, collaborating with APS Publications Leadership and Management to develop the journal’s scope and direction. 

 

The ideal candidate will possess the following qualifications:

●       Stature in a field of research within the scope of PRPER and with the journal’s author/referee communities

●       Excellent knowledge of the research landscape in PRPER’s areas of coverage

●       A track record of editorial service with scholarly journals

●       Ability to work effectively with an international array of authors, referees, and editors, and with the APS

●       The advocacy skills, integrity, and wisdom to lead the journal in responding to publication matters and issues important to all communities served by the journal

●       Experience leading and mobilizing teams (even without direct line management authority)

●       Experience chairing meetings with diplomacy and ensuring that all members have the opportunity to contribute

●       Ability to make prompt independent evaluations and decisions

●       Proven track record of identifying opportunities for improvement and executing appropriate change

●       Strong sense of integrity and a commitment to a diverse and inclusive research community.

 

As a part of the APS Editorial Team, the Chief Editor is expected to maintain and promote a productive and positive work environment focused on professional excellence and in alignment with APS Core values.

 

 

The Chief Editor may maintain their present position and location while devoting a fraction of their time to this position. The initial appointment is for a three-year term with renewal possible after review. Compensation will depend on the specific demands of the role. The desired starting date is Jan 1, 2025, with some availability in late 2024 to allow for a transition with the current Chief Editor.

 

The American Physical Society is an equal opportunity employer and encourages applications from or nominations of women and members of minority groups. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, ethnic or national origin, ancestry, pregnancy (including childbirth or related condition), citizenship, familial status, mental or physical disability, veteran status, genetic information, other non-disqualifying disability, or any other characteristic protected by law.

 

Applicants from all over the world are invited to reply, and location in the US is not a requirement. Review of applications will begin in October 2024 and continue until a candidate is selected. Inquiries, nominations, and applications should be sent to: Editorial Search Committee, at edsearch@aps.org.

 

T/TT in STEM Education and Equity, University of California Riverside

 Assistant or Associate Professor of STEM Education and Equity

 

The School of Education (SOE) at the University of California, Riverside (UCR) invites applications and nominations for a full-time, tenure-track Assistant or tenured Associate Professor of STEM Education and Equity. The position will commence as early as January 1, 2025, or as negotiated.

 

Our Program, School, and University
The UCR SOE is a growing community that serves both undergraduate and graduate students. Located in a region rich in racial, cultural, and linguistic diversity, SOE serves majority students of color with a high percentage of working class and first-generation college students and boasts the most diverse faculty of a School of Education in the University of California system. Divided into area groups devoted to higher education; leadership and policy; social, cultural, linguistic, and racial analysis; cognition and learning; school psychology; and special education, our collective mission is to call students to teach students and advance equitable and transformative educational systems and practices that are reflective of and responsive to our local racially and economically diverse communities.

 

UCR is a member of the American Association of Universities (AAU). As a Minority Serving Institution, UCR ranks among the top public universities for Making a Public Impact (No. 20, Princeton Review) and is No. 2 among public universities in the U.S. for social mobility (No. 1 from 2019-2021). UCR has several designations that underscore its commitment to diversity, equity, and inclusion. UCR is a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). As the only public research university in diverse Inland Southern California, UCR’s School of Education is positioned to shape effective service delivery for historically and multiply marginalized young people locally and across the state.

 

Position Description

We are seeking a faculty member with commitments to advancing the field of equity and justice-based STEM Education. This includes research that expands perspectives and ideas, utilizes and builds on critical theoretical and methodological approaches, and demonstrates expertise in critical epistemic foundations that challenge and reimagine dominant, Eurocentric approaches to STEM education. Candidates could take on a variety of specific research directions and inquiries within STEM education across a variety of levels (e.g., systemic, structural, institutional). We are most interested in candidates invested in advancing research on the social constructs that impact STEM access such as identity, socialization, racialization, and more. Additionally, we especially encourage applicants with commitments to reclaiming Indigenous, or other non-dominant epistemologies in STEM, that draw from asset-based and culturally sustaining, justice-oriented theoretical foundations.

 

We welcome applications with any area of research in STEM equity and justice, especially focused on the populations we serve at UCR and in the Inland Empire, and that go beyond naming lack of representation. Particular research focus that candidates might engage in include, but are certainly not limited to:

• Ethno-STEM (e.g., ethnomathematics, land education, decolonization)
• Critical and race-focused theories in STEM Education (e.g., anti-blackness, critical race theory, feminist epistemologies)
• STEM effective, engaged, and culturally sustaining teaching and learning for historically marginalized populations (e.g., women, youth of color, linguistically diverse students, neurodiverse students, LGBTQ+ students)
• System-wide analyses, practices, and policies that structurally advance race and gender equity and justice in STEM
• Examination of the digital divide, the growing popularity of online learning and artificial intelligence, and its impact on equitable STEM learning

 

QUALIFICATIONS

 

Minimum Qualifications (required at time of application):

 

• An earned doctorate in a field of STEM Education (e.g., Mathematics Education, Science Education, Computer Science Education, Engineering Education) or related fields (e.g., Higher Education, Early Childhood Education, Social/Cultural Foundations in Education, Ethnic Studies, Educational Psychology, Special Education)
• A successful record of high-impact research, scholarly publications, and external research funding in STEM education
• Evidence of effective teaching and advising of both undergraduate and graduate-level students from historically marginalized and diverse communities in the field of STEM Education
• Demonstrated knowledge of PK-16 educational equity issues and limiting structures
• Demonstrated commitment and approach to advancing STEM educational equity, and equity across research, teaching, service, and public engagement

 

Preferred Qualifications:

• Contributions that address the STEM education needs of the culturally, linguistically, and educationally diverse populations of California and the Inland Empire, particularly through partnerships serving those populations.
• Understanding of the intersections of systemic racism, cisheteropatriarchy, classism, and ableism in reproducing STEM inequities.

 

Applicants at the Assistant level should submit a cover letter describing current and proposed future areas of research, curriculum vitae, a statement of teaching philosophy, statement of research, a statement of past and/or planned contributions to advancing diversity and inclusive excellence, and three letters of reference. Candidates also have the option of uploading evidence of teaching effectiveness (e.g., course evaluations).

 

Applicants at the Associate level should submit a detailed cover letter describing current and proposed future areas of research, curriculum vitae, a statement of teaching philosophy, statement of research, recent teaching evaluations, a statement of past and/or planned contributions to advancing diversity and inclusive excellence and information for at least 6 people who can be contacted for letters of recommendation (extramural letters will be solicited by the University for the top candidate).

 

The posted UC salary scales set the minimum pay determined by rank and/or step at appointment. See Table 1 for the salary range. “Off-scale salaries” and other components of pay, i.e., a salary that is higher than the published system-wide salary at the designated rank and step, are offered when necessary to meet competitive conditions. Advancement through the faculty ranks at the University of California is through a series of structured, merit-based evaluations, occurring every 2-3 years, each of which includes substantial peer input.

 

Inquiries about the position should be directed to the search committee chair, Marsha Ing (marsha.ing@ucr.edu).

 

Interested candidates should submit an electronic application to https://aprecruit.ucr.edu/JPF01922. Review of applicants will begin July 31, 2024, and may continue until the position is filled. 

 

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified candidates will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, protected veteran status, or any other characteristic protected by law.

 

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Physics Postdoctoral Instructor, MIT

 https://academicjobsonline.org/ajo/jobs/27673

Position ID: MIT-Physics Department-PPI [#27673] Position Title:  PHYSICS POSTDOCTORAL INSTRUCTOR Position Type: Postdoctoral Position Location: Massachusetts, United States [map]  Subject Area:  Physics Appl Deadline: 2024/07/15 11:59PM (posted 2024/05/22, listed until 2024/07/15) Position Description:   Apply     The Physics Education Group in the Department of Physics at the Massachusetts Institute of Technology (MIT) is conducting a search for a Physics Postdoctoral Instructor. This position offers a unique opportunity to work closely with faculty and staff, contributing to the development and delivery of on-campus, blended classes and global modules leveraging the MITx Online platform. Your work will focus on the introductory physics classes, editing and managing content, and assisting in the classroom. There may be an opportunity for classroom teaching and/or education research depending on your interest and experience and department needs; there is the potential for advancement to the position of lecturer. REQUIRED: PhD in physics or related field; experience with LaTeX; strong organizational and communication skills; ability to work independently and collaboratively, including liaison with faculty; ability to adapt and remain flexible to changing priorities; and a desire to learn new skills. BENEFICIAL SKILLS: Background in quantitative educational research; familiarity with learning or course management systems, especially Canvas; Github; programming in Python, JavaScript, XML, or CSS; Adobe Illustrator and Premiere; knowledge of instructional design or course development; and an interest and/or knowledge of Artificial Intelligence in educational contexts. Application materials should include a CV, a cover letter with a teaching philosophy statement, and three letters of recommendation. This is a 12-month appointment that will start in the Summer of 2024. There is potential for yearly renewal conditional upon performance. MIT is an equal employment opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, or national or ethnic origin. MIT’s full policy on Nondiscrimination can be found here. Employment is contingent upon the completion of a satisfactory background check, including verifying any finding of misconduct (or pending investigation) from prior employers. Application Materials Required: Submit the following items online at this website to complete your application: Curriculum Vitae Cover Letter that includes a teaching philosophy statement Three reference letters (to be submitted online by the reference writers on this site ) And anything else requested in the position description. Further Info: https://physics.mit.edu/

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

TWO FT Instructors, Tennessee Tech

 https://jobs.aapt.org/jobs/19930786/two-instructors-of-physics

The Department of Physics at Tennessee Tech University invites applications for two full-time, one-year, non-tenure track Instructor positions to begin August 2024. Appointees will teach introductory calculus- and algebra-based physics courses, including lectures, laboratories, and integrated studio-style classes. This would be a good opportunity for recent graduates and postdocs interested in academic positions to gain some experience with evidence-based teaching strategies.  Opportunities for research may be possible. The department also anticipates searching for at least one longer term appointment in the near future, for which successful candidates may be eligible to apply. A masters degree in physics or a related area is required; a Ph.D. is preferred. For more information, contact the Department Chair, Dr. Steve Robinson (sjrobinson@tntech.edu).  Tennesssee Tech is in Cookeville, TN located halfway between Nashville and Knoxville and approximately 90 miles from Oak Ridge National Lab.  Further information about the department is available at https://www.tntech.edu/cas/physics/index.php

Applicants are asked to apply online at www.tntech.edu/jobs and will be required to electronically upload a cover letter (including description of any prior teaching experience), a curriculum vitae, copies of undergraduate and graduate transcripts (official transcripts of all degrees conferred required upon hire), and names and email addresses for one or more professional references who will be contacted via email. These positions are open until filled, but to ensure full consideration, all materials must be received by April 26, 2024. AA/EEO

Adjunct Faculty, Evergreen State College WA

 https://evergreen.peopleadmin.com/postings/3916

 

Job Summary:

The Evergreen State College seeks an adjunct faculty to teach an algebra-based physics course sequence in fall, winter, and spring quarters of academic year 2024-25. We expect the sequence to cover traditional topics in algebra-based physics, such as mechanics, electricity and magnetism, waves and optics, and thermodynamics. Some lab instruction is expected. Course modality is flexible: fully in-person, fully on-line, or some combination will be determined in consultation with the successful candidate. Any synchronous (live) instruction will need to be during late afternoon/evening or weekend hours. Evergreen values innovative teaching that connects theory to practice, supports learners from diverse academic backgrounds, and encourages collaborative learning.

 

Job Expectations:         

Faculty are generally responsible for writing narrative evaluations for 25 students per quarter. Faculty are also responsible for advising students as they reflect on their learning process, develop a pathway of study, and formulate their own areas of concentration.

 

Our teaching is student-centered, which means we are interested in helping students develop strong skills in critical thinking, problem solving, communication and collaborative work. Because over 80% of our students come from underserved and marginalized groups, we are particularly invested in approaches to teaching that emphasize diversity and equity, that provide opportunities for challenge and growth, and that foster a learning environment where all are welcome and all can learn from each other.

 

A complete list of faculty responsibilities can be found in the Collective Bargaining Agreement.

 

Minimum Qualifications:

• Master’s degree (or equivalent) in Physics (or closely related field)
• College level teaching experience

 

Preferred Qualifications:

• Ph.D. (or equivalent) in Physics or (closely related field)
• Experience working with students from diverse academic backgrounds

Lecturer, University of Maine, Department of Physics and Astronomy

The Department of Physics and Astronomy at the University of Maine invites applications for an ongoing, non-tenure track, academic-year appointment as Lecturer, anticipated to start September 3, 2024.

Responsibilities will consist of teaching a combination of introductory and upper-division undergraduate courses in the department each year, including upper-division laboratory instruction. Collaboration with others involved in delivering multi-section introductory courses and in curriculum development and assessment is expected. Mentoring of teaching assistants in coordination of laboratory and/or recitation and mentoring of undergraduate Learning Assistants in relevant courses as appropriate is also included. Service to the department, college, and university is expected.

A master’s degree in physics or a closely related area, along with graduate study beyond the master’s, is required by date of hire. Demonstrated effective college-level teaching in physics, effective written and oral communication skills, and demonstrated familiarity with and/or openness to active engagement teaching strategies are also required. Preferred qualifications include a doctoral degree in physics or a closely related area, demonstrated experience with implementing active engagement and/or research-based teaching strategies, a record of successful performance in collaborative settings, and demonstrated experience with research on the learning and teaching of physics. We are especially interested in applicants who can contribute to the University of Maine’s commitment to an inclusive and diverse student body that includes first-generation and low-income students and those from groups that are under-represented in physics.

The Department of Physics and Astronomy (https://physics.umaine.edu/) offers BA, BS, MS, and PhD degrees in physics, ABET-accredited BS and ME degrees in engineering physics, and minors in physics and astronomy. Students are involved in laboratory work during every semester of their studies, including a capstone project their senior year. The Department’s Physics Education Research Laboratory (https://umaine.edu/per) is one of the leading physics education research groups in the country, and STEM Education (both in teaching and research) is one of the Signature Areas of the University of Maine.

To apply, submit a letter of application, curriculum vitae, statement of teaching philosophy and relevant teaching experience, a statement demonstrating how you would contribute to the University of Maine’s commitment to an inclusive and diverse student body that includes first-generation and low-income students and those from groups that are under-represented in physics, and the names and contact information (including e-mail addresses and phone numbers) of at least three references. Materials must be submitted via HireTouch at the webpage https://umaine.hiretouch.com/job-details?jobid=83995, where instructions for submitting your application can be found. You will need to create a profile and application. Incomplete applications cannot be considered. For technical difficulties with the HireTouch site please contact Human Resources at hr-um@maine.edu or 207-581-1581. General correspondence about this position should be sent to MacKenzie Stetzer at mackenzie.stetzer@maine.edu. Review of applications will begin April 22, 2024.

The University of Maine is a community of more than 11,200 undergraduate and graduate students, and 2,500 employees located on the Orono campus and throughout the state. UMaine is the state land and sea grant university and maintains a leadership role as the System’s flagship university. It is dedicated to providing excellent teaching, research, and service at the university, state, and national levels. Further information about UMaine can be found at https://umaine.edu.

The University of Maine offers a wide range of benefits for employees including, but not limited to, tuition benefits (employee and dependent), comprehensive insurance coverage including medical, dental, vision, life insurance, and short and long term disability as well as retirement plan options. As a former NSF ADVANCE institution, the University of Maine is committed to diversity in our workforce and to dual-career couples.

UMaine is located in beautiful Central Maine. Many employees report that a primary reason for choosing to come to UMaine is quality of life. Numerous cultural activities, excellent public schools, safe neighborhoods, high quality medical care, little traffic, and a reasonable cost of living make the greater Bangor area a wonderful place to live. Learn more about what the Bangor region has to offer at https://www.visitbangormaine.com/.

The University of Maine is an EEO/AA employer.

Lecturer in Physics, Stanford University, Department of Physics

 The Stanford Physics Department invites applications for a Lecturer position to begin in Summer or Autumn quarter 2024. This position is a full-time, twelve-month, benefits-eligible, teaching position. The initial appointment is for a term of 2 years with possible reappointment after that.

 The primary role of this position will be to teach introductory physics courses, possibly in partnership with another instructor. Duties will include assisting the department in a restructuring of the introductory physics courses and laboratories, both in terms of the course sequences offered and the curriculum and pedagogy of the courses. 

The Lecturer should be knowledgeable in curriculum and course design, including effective pedagogy and equitable assessment, as well as in evaluating the success of new offerings, and able to work collaboratively with faculty in the course restructuring process. 

A Ph.D. or equivalent is required. 

In addition to instruction, the candidate will be responsible for helping to manage the introductory physics courses, including mentoring and managing the intro course teaching assistants, supporting faculty new to teaching these courses, helping with other aspects of the physics education program, and participating in Department committees, as appropriate. They will also contribute to ensuring continuous improvement of these courses, monitoring the outcomes, and making ongoing improvements. 

Applicants should submit a cover letter, curriculum vitae, and statement of teaching philosophy and experience (two pages maximum) and arrange for the submission of three letters of recommendation addressing their teaching and administrative abilities. In the statement, please discuss your teaching practices and experience and how they prepare you to take on the responsibilities described above, including how you promote an inclusive and equitable learning environment, and how you would measure the success of your teaching efforts.

All materials must be submitted electronically to Academic Jobs Online: https://academicjobsonline.org/ajo/jobs/27360 

For full consideration, applications should be completed by April 5, 2024, though we will continue to accept applications after this date.

Email inquiries and questions may be directed to the chair of the search committee, Prof. Peter Graham (pwgraham@stanford.edu).

 

The expected base pay range for this position is $89,000 - $112,500.

 

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law. Stanford welcomes applications from all who would bring additional dimensions to the University's research, teaching, and clinical missions.

[Deadline extended till March 20] FOUR DBER/ STEM Education Postdocs, North Dakota State

 Do you want to change how we teach undergraduate STEM courses? Are you interested in developing skills in STEM education or discipline-based education research (DBER)? We are recruiting a cohort of four postdoctoral researchers to join us at North Dakota State University. Collaborations in Discipline-based Education Research (CiDER) is an interdisciplinary program designed to prepare early career researchers by integrating you into our DBER community, providing mentoring in research and teaching, and helping you build a network of collaborators. Our research interests are interdisciplinary and collaborative, focused on melding diverse theories and methods to progress our understanding of learning further.

We welcome applications from recent graduates in all STEM fields, including those with no or limited experience in DBER.

Our postdoc positions are housed in Fargo, North Dakota (just a little North of Normal) and have a salary of $70,000 with benefits. Our two-year program begins July 15, 2024.

Applications are due March 11, and we anticipate finalizing our cohort in April.

For more information about our program and our people, please visit our developing website: https://www.ndsu.edu/dber/cider/

-or-

Email Jenni Momsen (jennifer.momsen@ndsu.edu) or any of our program faculty.

TT Associate Professor STEM Education and Equity, University of California Riverside

Position Announcement

Associate Professor STEM Education and Equity

 

The School of Education (SOE) at the University of California, Riverside (UCR) invites applications and nominations for a full-time, tenure-track Associate Professor of STEM Education and Equity. The position will commence as early as July 1, 2024, or as negotiated.

 

Position Description

We are seeking a faculty member with commitments to advancing the field of equity and justice-based STEM Education. This includes research that expands perspectives and ideas, utilizes and builds on critical theoretical and methodological approaches, and demonstrates expertise in critical epistemic foundations that challenge and reimagine dominant, Eurocentric approaches to STEM education. Candidates could take on a variety of specific research directions and inquiries within STEM education across a variety of levels (e.g., systemic, structural, institutional). We are most interested in candidates invested in advancing research on the social constructs that impact STEM access such as identity, socialization, racialization, and more. Additionally, we especially encourage applicants with commitments to reclaiming Indigenous, or other non-dominant epistemologies in STEM, that draw from asset-based and culturally sustaining, justice-oriented theoretical foundations.

 

The salary range for this appointment is $92,500 to $116,600 annually. “Off-scale salaries” and other components of pay, i.e., a salary that is higher than the published system-wide salary at the designated rank and step, are offered when necessary to meet competitive conditions.

 

Interested candidates should submit an electronic application to https://aprecruit.ucr.edu/JFP01880 that includes a cover letter describing current and proposed future areas of research, curriculum vitae, a statement of teaching philosophy, statement of research, recent teaching evaluations, a statement of past and/or planned contributions to advancing diversity and inclusive excellence and information for at least 6 people who can be contacted for letters of recommendation (extramural letters will be solicited by the University for the top candidate). Review of applicants will begin March 14, 2024, and may continue until the position is filled.

 

The University of California is an Equal Opportunity/Affirmative Acon Employer. All qualified candidates will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, protected veteran status, or any other characteristic protected by law.

External Evaluator for NSF-funded Physics and Astronomy Faculty Teaching Grant

 External Evaluator for NSF-funded Physics and Astronomy Faculty Teaching Grant

The Physics and Astronomy Faculty Teaching Institute (formerly known as the New Faculty Workshop, NFW), a National Science Foundation (NSF)-funded project run by the American Association of Physics Teachers (AAPT), American Astronomical Society (AAS), and American Physical Society (APS), is in search of an external evaluator. Our FTI workshop is conducted twice a year and draws participants from a significant portion of new physics and astronomy faculty in colleges and universities across the United States. In this role, you will collaborate closely with our leadership and research teams to provide valuable formative and summative feedback to the project team and funder. 

More information about the job opportunity is available at https://www.physport.org/FTI. 

For full consideration, please apply by March 1, 2024. We will be reviewing applications on an ongoing basis until the position is filled.

For inquiries about the position, please reach out to info-fti@aps.org.

TT, Saint Mary's College, Notre Dame IN

 Direct application link: https://fa-eutm-saasfaprod1.fa.ocs.oraclecloud.com/hcmUI/CandidateExperience/en/sites/CX_1/job/303

The Department of Chemistry and Physics at Saint Mary’s College, Notre Dame, IN, is seeking to fill a tenure-track assistant professor line in any sub-discipline of physics (including, but not limited to: astrophysics, biophysics, geophysics, material physics, or physics education) starting in Fall 2024. We seek a candidate who has interest in developing and teaching upper-division lecture and laboratory courses in physics and mentoring women in STEM and whose research complements that of other faculty in the program, department, and across campus. 

A Ph.D. in physics or a related field is required. Post-doctoral research and teaching experience is beneficial, although not required. The hired candidate will be expected to teach an average of nine contact hours per semester (a lecture course is typically three contact hours and labs are 2-3 contact hours) in both introductory and upper-level physics, develop an active undergraduate research program, advise and mentor students, and participate in departmental and college service. 

Saint Mary’s College is a Catholic, residential, women’s, liberal arts college offering undergraduate degrees and co-educational graduate programs. A pioneer in the education of women, the College fosters an inclusive academic community where students discover and develop their talents as they prepare to make a difference in the world. The current physics program established in 2016 supports a minor in physics, and majors in physics, physics and applied mathematics, and a dual-degree engineering program with University of Notre Dame. The physics program supports approximately ten majors a year and is part of a joint department with chemistry. The college and department have a commitment to excellence in STEM education and seek to prepare women, particularly those from underrepresented groups, to be leaders in the wider STEM community. With an enrollment of approximately 1500 undergraduate students, the college is located in South Bend, Indiana, adjacent to the University of Notre Dame, and 90 miles east of Chicago. Saint Mary’s has consistently been ranked among the top 100 liberal arts colleges.

To apply, please visit careers.saintmarys.edu and submit (1) a cover letter, (2) curriculum vitae, (3) a statement of teaching philosophy, (4) a plan for research with undergraduate students including a proposed budget for start-up needs, and (5) a statement of your understanding of the importance of diversity, equity, inclusion, and justice in academia including evidence of your current contributions and plans for advancing the work at Saint Mary’s College. Review of applications will begin starting February 29, 2024, and continue until the position is filled. Letters of reference will be solicited after an initial review. Applicants from underrepresented groups are strongly encouraged. More information about our program can be found at https://www.saintmarys.edu/academics/departments/physics.

Saint Mary's College is an Equal Opportunity Employer. In keeping with the College's mission, Saint Mary's is committed to increasing its racial and ethnic diversity at all levels--students, faculty, and staff-- and seeks applications from candidates who share this commitment.