Three-Year Postdoc in Astronomy Education, Frostburg State MD

 Astronomy Education Postdoctoral Fellow

Frostburg State University (FSU) is poised to become a regional leader in astronomy education and outreach with the reopening of its newly upgraded, state-of-the-art planetarium in Spring 2026. To support this growing vision, the Department of Physical & Environmental Sciences invites applications for a full-time, exempt Astronomy Education Postdoctoral Fellow, with an anticipated start date of July 1, 2027.

This three-year appointment is contingent on a successful first-year performance evaluation and grant funding. The position will be commensurate with qualifications and experience. The successful candidate will receive a comprehensive University System of Maryland benefits package - including annual, personal, and sick leave; holidays; tuition remission; health, dental, vision, and life insurance; and retirement plans - as well as a $2,000 annual research budget to be used for publications.

Responsibilities: 

The fellow will bring fresh expertise in both astronomy and science education, advancing FSU’s mission through innovative STEM outreach, high-quality teaching, and original research. The position will strengthen campus instruction and expand community engagement.

•     Planetarium Support (41%)

•     Research and Service (33%)

•     Teaching (26%)

Minimum Qualifications: 

•     Recent graduate or ABD with a PhD in Physics, Astronomy, or Education (with at least a Master’s in Science Teaching or extensive experience teaching science if PhD is in Education)

•     At least two years of teaching experience

•     Ability to develop an independent research program that includes undergraduate students

Preferred Qualifications: 

•     Demonstrated experience researching science curriculum, preferably astronomy 

•     Experience in informal STEM education (e.g., museums, planetariums, science centers)

•     Evidence of outreach and public engagement activities

About the University: 

A member institution of the University System of Maryland, Frostburg State University is a public, comprehensive, largely residential regional university offering programs in the sciences, education, business, the arts and humanities at both the undergraduate and graduate levels. FSU prides itself on being a dynamic, learning-centered institution that emphasizes teaching with opportunities for professional development and research. More than 4,000 students enroll yearly.

About the Area: 

FSU is located on a scenic 260-acre campus in the mountains of Western Maryland, a region rich in history, quaint shopping areas and eclectic cafes and food choices. The Western Maryland region is considered a four-season outdoor hub of recreational experiences offering activities such as hiking, mountain biking, water sports, snow skiing/boarding, golfing, climbing, etc. Frostburg offers a family-friendly college town feel with easy access to major cities like Pittsburgh, Washington, DC, and Baltimore. If you are looking for insightful colleagues, energetic students, and a great place to work and call home in a region with unlimited adventure seeking opportunities, FSU is for you!

To Apply: 

If you wish to apply, please visit https://marylandconnect.wd1.myworkdayjobs.com/FSU_Careers 

Along with your application, please provide the following: 1) CV; 2) a cover letter; 3) research statement; 4) teaching statement; 5) names and contact information for three professional references.

For assurance of full consideration, please submit materials by December 15, 2026.  This position is open until filled.

FSU is proud to be a diverse and inclusive multicultural university.

Frostburg State University welcomes and encourages women, veterans and minorities to apply and seeks to recruit 

and retain a diverse workforce.  FSU is an Equal Opportunity Employer.  Appropriate auxiliary aids and services for 

qualified individuals with disabilities will be provided upon request.  Please notify us in advance.  

WWW.FROSTBURG.EDU

Postdoc in quantum education research

 Position Highlights

The Physics Education Research group at RIT is seeking candidates for a postdoctoral researcher in quantum education who can support the goals of an NSF funded Quantum Leap Challenge Institute (QLCI): The Physics and Engineering of Practical Quantum Error Correction (Practiqal). The postdoctoral associate will assist Prof. Ben Zwickl with coordinating programmatic activities, developing curricula, and conducting education research related to quantum information science and engineering (QISE).  Primary goals of the project include increasing the accessibility of educational resources related to quantum error correction, emphasizing positive societal impacts of quantum technology within QISE education, and supporting education and training goals of the QLCI center.  A strong background in quantum mechanics and/or quantum information science and technology is required. The position will require coordinating with members across the center, so strong communication and organization skills are required. Prior experience in education research is strongly preferred. Experience with curriculum development is also preferred.

Essential Duties & Responsibilities

Independently conducts research including, but not limited to, constructing hypotheses, design and planning of research studies, data management, model development, conducting experiments or assessments, analysis and interpretation of results, and evaluation of research techniques

Collaborates with internal and external stakeholders

Ensure compliance with institutional, sponsor, and regulatory requirements

Disseminates and publishes research results in peer-reviewed journals, reports, meetings, workshops, and conferences

Assists in the writing of grant proposals

May assist in teaching classes

May mentor and assist undergraduate and/or graduate students

May assist in managing research laboratories

Other duties as assigned

Knowledge, Skills, & Abilities

Demonstrated ability to plan and execute research

Knowledge of applicable research methods and analytical procedures

Knowledge of research compliance and ethics

Knowledge of publishing/reporting requirements

Excellent teamwork and communication skills

Demonstrated potential for original or collaborative scholarship

Scientific writing skills demonstrated through peer-reviewed publications

Ability to acquire accurate, reproducible data

Critical eye towards consistency, reproducibility, and the scientific method in general

Excellent project and time management skills

Strong interpersonal and mentoring skills

Advocate for safety and ethics in the workplace

Ability to communicate findings and effectively work with sponsors and stakeholders

See the full posting and how to apply at 

https://rit.wd12.myworkdayjobs.com/careers/job/RIT-Main-Location/Postdoctoral-Associate_JR103301

Contact Ben Zwickl at ben.zwickl@rit.edu for questions about the position.

TT in Physics Pedagogy, Toronto Metropolitan University, Canada

 Tenure Track Position in Physics Pedagogy 

Located in downtown Toronto, the largest and most culturally diverse city in Canada, and situated on the territory of the Anishinaabeg, Haudenosaunee, Mississaugas of the Credit and the Wendat Peoples, the Department of Physics, in the Faculty of Science at Toronto Metropolitan University (TMU) (formerly Ryerson University), invites applications for a tenure-track position at the rank of Assistant Professor in the area of Physics Pedagogy. The appointment shall be effective July 1, 2027, subject to final budgetary approval. 

This position is an integral part of the Faculty of Science’s commitment to create a world-class group in Science Education Research. Presently, the Faculty of Science houses a cluster in Science Education Research with researchers in each of the Computer Science, Chemistry and Biology, Mathematics and Physics departments. In addition to being part of the cluster in Science Education, the successful candidate will join the current strong core of physicists in the Department of Physics with research interests in Medical Physics and Complex Systems. With this position, the Department is expanding its commitment to Physics Education Research (PER). As such, we invite applicants with expertise in PER who have demonstrated excellence in teaching science courses as well as the development of novel undergraduate laboratories and curricula grounded in current Physics Education Research. 

The successful candidate will: contribute to our undergraduate and graduate programs through teaching physics and/or astronomy courses at the undergraduate and/or graduate levels; mentor and supervise undergraduate and graduate students; contribute to the development of curricula and course design; develop a strong and innovative research program in Physics Education Research that is externally funded and that produces cutting-edge, high-quality results; and engage in the life of the Department, Faculty and University through service activities while maintaining an inclusive, equitable and collegial work environment across all activities.

Candidates must hold a Ph.D. in one of the following:

• Physics or a closely related field, or

• Science education with a specialization in physics pedagogy. 

The application materials may include any of the following: 

• strong emerging scholarly research and/or creative activity that is current, innovative and impactful as evidenced by, but not limited to, peer-reviewed publications, working papers, public policy contributions, presentations at academic conferences, community and professional work, grants, research-related awards and other writing or creative production that contributes to the visibility and prominence of the discipline; 

• practical experience in research, applications and development of materials related to PER; 

• meaningful engagement of undergraduate and/or graduate students in the applicant’s proposed research; 

• demonstrated potential for teaching excellence at all levels of the undergraduate curriculum, as evidenced by a teaching dossier that includes: 

• a teaching philosophy statement, 

• experience with course and curriculum review and/or development, 

• examples of best practices in pedagogy, including familiarity with a variety of contemporary, research-based teaching practices and techniques, as well as emerging technologies for instruction, 

• evidence of effective use of classroom technology and any experience with experiential learning, 

• sample syllabi, 

• strong teaching evaluations, teaching awards and other relevant achievements in teaching;

• strong communication and expository skills and a demonstrated ability to supervise undergraduate students; 

• enthusiasm for teaching physics and/or astronomy classes at the undergraduate and/or graduate level, including general education courses and physics majors’ courses;

• experience and interest in upper-division PER and/or educational technologies, as they apply to online and remote teaching and learning as well as the development of online (virtual) undergraduate laboratories;

• commitment to our values of equity, diversity and inclusion as they pertain to service, teaching, and scholarly research or creative activities, including a demonstrated ability to make learning accessible and inclusive for a diverse student population; 

• an ability to contribute to the life of the Department, Faculty and the University through collegial service. 

In addition, candidates must submit the names and contact information of three academic referees.

TMU recognizes that scholars have varying career paths and that career interruptions can be part of an excellent academic record. Life circumstances such as illness, disability, family and community responsibilities (e.g., maternity leave, parental leave, sick leave, leaves due to caring for family members, or slowdowns due to chronic illness or disability) are expected to have an impact on a candidate’s record of research achievement. Candidates are encouraged to provide any relevant information about their experience and/or career interruptions to allow for a fair assessment of their application. Hiring committee members have been instructed to give careful consideration to diverse experiences and knowledge, and to be sensitive to the impact of career interruptions in their assessments. All eligible leaves will be credited at twice the amount of the actual leave taken.

This position falls under the jurisdiction of the Toronto Metropolitan Faculty Association (TFA). The TFA collective agreement can be viewed here, and a summary of TFA benefits can be found here.

The Department of Physics

The Department of Physics offers an undergraduate degree in Medical Physics and master’s and doctoral degrees in Physics in the fields of Biomedical Physics, CAMPEP-Accredited Medical Physics and Complex Systems to students of diverse backgrounds. The Department has 16 full-time faculty members, 6 postdoctoral fellows, 55 graduate students and 8 staff members. Its core group of scientists have secured substantial external peer-reviewed funding for cutting-edge research in Medical Physics, Biomedical Physics and Complex Systems. We are also committed to excellence in teaching, including the application and study of novel approaches to physics education. We seek a candidate who will enhance our teaching strengths as well as augment our existing research in Physics/Science Education, bringing innovative and diverse perspectives and experiences.

Working at Toronto Metropolitan University 

Serving a highly diverse student population of over 45,000, TMU offers over 100 undergraduate and graduate programs built on the integration of theoretical and practical learning. Distinguished by a professionally focused curriculum and a strong emphasis on excellence in teaching, research and creative activities, TMU is a vibrant, urban university known for its culture of innovation, entrepreneurship, community engagement and city building, reflected in its award-winning architecture. 

At the intersection of mind and action, TMU is on a transformative path to become Canada’s leading comprehensive innovation university. Our new academic plan, Transformative Futures, offers an exciting roadmap towards our ongoing pursuit of academic excellence and toward addressing the complex and evolving challenges of our time. 

At the heart of TMU’s remarkable achievements and its ambitious aspirations are its students, faculty and staff. Committed to a people-first culture, the university prides itself on offering exceptional benefits and perks, celebrating the achievements of its faculty and staff and maintaining its unwavering commitment to equity, diversity and inclusion, including its ongoing commitment to Truth and Reconciliation, confronting Anti-Black Racism and accessibility for persons with disabilities. Among its many recognitions is being ranked number one on the Forbes list of Canada’s Best Employers for Diversity. We invite you to explore employment at TMU as well as our diverse faculty and staff networks.  

Connect with us on LinkedIn for the latest news and opportunities at TMU. 

How to Apply

Applicants must submit their application online via the Faculty Recruitment Portal [https://hr.cf.torontomu.ca/ams/faculty/] by clicking “Start Application Process”. Applications should be received by January 4, 2027, at 11:59 p.m. ET to be considered. The application must contain the following:

1. a letter of application that includes your interest in the position; what you would bring to the Department and Faculty; your proposed innovative research program; the impact on the field of Science Education that you foresee for your research; and what makes you a strong candidate overall as a researcher, educator and community member; 

2. a current curriculum vitae; 

3. a detailed Physics Education Research plan as well as a plan to modernize and enhance the teaching modalities and facilities in the Department (up to four pages);

4. a teaching statement (up to three pages) including a statement of teaching philosophy and a dossier of syllabi, evidence of teaching experience and teaching evaluations, if available;

5. a statement discussing your record of demonstrated commitment to equity, diversity and inclusion, including your record of attracting and mentoring a diverse group of students, trainees and research personnel, and establishing an equitable and inclusive learning and research environment; and

6. the names and contact information of three academic referees.

Please note that all qualified candidates are encouraged to apply; however, applications from Canadians and permanent residents will be given priority, in accordance with Canadian immigration regulations.

At Toronto Metropolitan University, we believe that diversity of knowledge, worldviews and experiences that comes from membership in different groups is fundamental to innovation, teaching and scholarship and that our students are best served by faculty who reflect the diversity of TMU’s student body and the community in which TMU is situated. To ensure representation of the excellent talent across Canada, we are particularly interested in applications from members of historically disadvantaged and marginalized groups including: First Nations, Métis and Inuit peoples, Indigenous peoples of North America, Black-identified persons, other racialized persons, persons with disabilities and those who identify as women and/or 2SLGBTQ+. 

Contacts

Any confidential inquiries about the opportunity can be directed to the Department Hiring Committee Chair, Dr. Pedro Goldman (goldman@torontomu.ca). We thank applicants in advance for their applications; however, only applicants under consideration will be contacted about their candidacy.

Candidates who belong to one or more of the equity-deserving groups recognized at TMU (women, racialized people, First Nations, Métis and Inuit (FNMI) Peoples, Black people, persons with disabilities and 2SLGBTQ+ people) are welcome to connect with Debbie Thompson, Executive Director, Office of the Vice-President, Equity and Community Inclusion (debbie.thompson@torontomu.ca).

Indigenous candidates who would like to learn more about working at TMU are welcome to contact James McKay, TMU’s Indigenous Human Resources Lead (Indigenous@torontomu.ca).  

For any confidential accommodation needs and/or inquiries regarding accessing the Faculty Recruitment Portal, please contact Michelle Gomes, HR Advisor, at michelle.gomes@torontomu.ca 

PER Postdoc, Penn State [Starts January 2027]

 The Department of Physics at Penn State invites applications for a postdoctoral scholar in physics education research, starting January 2027 with some flexibility.

The successful candidate will join a group that studies how to improve teaching and learning in physics and other STEM disciplines, from introductory courses through graduate education. Current projects include studies of an AI tutor developed and used in Penn State courses, measurement of tutoring quality and its effect on student learning, self-regulated learning, and assessment practices and change in undergraduate and graduate programs. The specific research agenda will be developed collaboratively, with opportunities to pursue new directions based on the candidate's interests and expertise. The postdoc will be jointly mentored by Eric Hudson and Louis Leblond.

Applicants should hold a PhD in physics, PER, learning sciences, educational psychology, or a related field by the start date.

Apply with a CV, a cover letter describing your research interests, and three references. Review begins November 16, 2026 and continues until the position is filled.

https://psu.wd1.myworkdayjobs.com/en-US/PSU_Academic/job/Penn-State-University-Park/Postdoctoral-Scholar-in-Physics-Education-Research_REQ_0000083751-1

Questions to Eric Hudson (ewh10@psu.edu) or Louis Leblond (lul29@psu.edu).

Lab Coordinator, Spelman College, Atlanta GA

 https://spelman.peopleadmin.com/postings/11628

Position Information

Applicants must be legally authorized to work in the United States at the time of hire and must maintain authorization throughout employment. This position is not eligible for sponsorship.

This position is contingent upon the availability of sufficient funding.

Position Title: Laboratory Coordinator

Position Summary: This position is responsible for the maintenance of all physics laboratories so that they are organized, efficient, and suitable for the needs of the curriculum. The incumbent may teach one or two laboratory sections.

Essential Duties and Responsibilities:

Order adequate and sufficient supplies and equipment for the teaching of all physics laboratories;

Oversee the maintenance and repair of the equipment, including computers; perform minor repairs as needed;

Supervise and approve the use of all physics teaching laboratory spaces;

Assist the instructors of all physics labs to make sure that they have everything that they need to teach effectively and efficiently;

Set up and take down experimental set-ups;

Teach one or two Physics laboratory sections for 1st and 2nd year students;

Maintain files and documents pertaining to the purchase, repairs, warranties, and use of all equipment and supplies in the Physics laboratory;

Advise the department concerning current best practices in lab methods and equipment and their uses in teaching;

Organization of the teaching labs and to oversee cleaning and maintaining of the space itself. Organize the storage and oversee the security of all Physics laboratory equipment and supplies; Maintain a written inventory of equipment and locations.

Implement and inform the department of all safety procedures in the Physics laboratories;

Assist in the oversight of the maintenance and use of the machine and electronic shops in the teaching and research laboratories;

Coordinate work assignments for student assistants.

Required Qualifications: Bachelor’s degree in Physics or closely related area, a minimum of two years of previous laboratory work experience, and familiarity with major physics laboratory instruments (i.e. calipers, micrometers, oscilloscope, electrical meters, etc.) are required.

This work also requires up-to-date knowledge and understanding of Laboratory safety measures. The incumbent must possess excellent organizational skills, electronic skills for maintenance of instrumentation, and able to work under pressure. Must have excellent interpersonal skills, and the ability to work with students, faculty/staff and the public.

The duties of this position require excellent oral and written communication skills with the ability to read and interpret documents such as general science journals, safety rules, operating and maintenance instructions, and procedure manuals. Ability to speak effectively before groups of students, faculty, staff, and in one-on-one situations is essential. Also, the ability to write reports, business correspondence, and procedure manual is required, along with the ability to effectively present information and respond to questions from students, faculty/staff, and the general public.

To perform this job successfully, an individual must possess intermediate to advanced computer skills utilizing data acquisition software packages, Spreadsheet and Word Processing software packages. The incumbent also should be familiar with laboratory software utilization and be internet savvy.

Preferred Qualifications: Master’s degree in Physics or closely related area, experience in teaching introductory physics laboratory, and knowledge of basic machinist skills are preferred.

Certifications, Licenses, Restrictions: None.

Physical Demands: While performing the duties of this job, the employee is frequently required to: stand. The employee is occasionally required to: walk, sit, use hands to handle and operate office equipment, lab instruments, and equipment, reach with hands and arms, climb or balance, stoop or kneel or crouch, talk and hear, and lift and/or move up to 100 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.

Shift

Days

% Travel Required

0%

Full Time/Part Time

Full-time

Work Location/Schedule:

This position requires onsite work and is not eligible for remote work.

FLSA

Non-Exempt

Number of Vacancies

1

Anticipated Candidate Start Date

Position End Date

Posting Detail Information

Posting Number

SC0960P

Posting Open Date

Posting Closing Date

Open Until Filled

No

Special Instructions to Applicants

EEO Statement

Spelman College is an Equal Opportunity Employer. We are a smoke-free campus.

Supplemental Questions

Required fields are indicated with an asterisk (*).

Documents Needed To Apply

Required Documents

Resume

Cover Letter of Interest

Multiple Engineering Education Research Postdocs, Cornell, NY

 https://academicjobsonline.org/ajo/Cornell/EN-DEAN/POSTDOC

The newly established Cornell University Duffield Engineering Education Research Institute is seeking multiple highly motivated scholars to join us as Postdoctoral Associates in Engineering Education Research across multiple projects. This is a unique opportunity to help shape a new, nationally visible Institute at a leading research university. 

The Institute and its core faculty advance theory-informed and practice-engaged research on how engineers learn, how engineering knowledge and identities are formed, how we assess and evaluate learning, and how educational systems can be designed and transformed to support meaningful and impactful learning experiences. A central focus of the Institute is translating research into sustained evidence-based practice across engineering classrooms, programs, and institutions. The postdoctoral associates will work on one or more Institute projects and/or PI-Specific projects. Below is information about each project. As you review the projects, please reach out to the specific faculty contacts for more information. 

(1) IMPACT Portal 

Researchers create many measurement instruments for studying teaching and learning, including surveys, rubrics, and other tools, but those tools often stay within the projects that produced them. The IMPACT Portal, an initiative of Cornell's David A. Duffield Engineering Education Research Institute, will make them easier for both instructors and researchers to find and use. An instructor could choose a measure that fits their course, use it to examine a classroom innovation, and draw on the results for local scholarship of teaching and learning. When participating institutions use shared measures and contribute data alongside information about their course contexts, those local efforts can also build a longitudinal national dataset that lets us examine trends and make more meaningful comparisons across courses and institutions. 

In this role, you will help lay the groundwork for building the portal in close collaboration with Drs. Alexandra Werth and Allison Godwin. You'll work with instructors, students, researchers, and administrators to understand what they need from it. You will gather existing instruments and help develop systematic ways to evaluate and communicate their validity evidence so users can choose measures that fit their contexts. You'll also help design a flexible system that supports finding and implementing measures, interpreting results locally, and conducting studies across sites, all within a sustainable infrastructure. 

Desired qualifications 

• A PhD (or near completion) in engineering education, educational measurement, educational or social psychology, or a related field 

• Experience developing or evaluating measurement instruments, grounded in contemporary validity frameworks such as the Standards for Educational and Psychological Testing or argument-based approaches to validation 

• Psychometric analysis skills, including confirmatory factor analysis, item response theory, and measurement invariance testing in R, Mplus, or similar software 

• Qualitative interviewing experience, including cognitive interviews or think-alouds for gathering response process evidence 

• Qualitative data analysis experience (e.g., thematic analysis, qualitative coding) 

• Human subjects research experience, including writing IRB protocols and consent materials 

• Sound data management practices, including documentation, de-identification, version control, and secure storage 

• Clear written and verbal communication with both researchers and practitioners 

(2) Postdoctoral Researcher in Quantum Education at MARQUIS 

Traditional undergraduate research opportunities reach only a fraction of the students who could benefit from them. Access is especially limited in quantum information science, where specialized research facilities are often concentrated at large, research-intensive institutions. MARQUIS, a National Science Foundation Quantum Leap Challenge Institute, is developing a Quantum Course-based Undergraduate Research Experience (QCURE) to broaden access to authentic research in quantum engineering. Students will use real fabrication and characterization datasets available through Q-VAULT to develop hypotheses, interpret evidence, and practice reproducible research. 

In this role, you will work closely with Dr. Alexandra Werth and the MARQUIS research team to develop and study the QCURE. You will help select datasets and research questions appropriate for students, translate technical research into learning activities, and develop instructional materials and assessments. You will also design, pilot, and analyze surveys and support assessment of MARQUIS’s broader education, training, and workforce development (ETWD) initiatives. This work will include identifying program goals, gathering evidence about participants’ experiences and learning, and using findings to improve programs and contribute to education research. 

We particularly welcome candidates with technical backgrounds who are interested in moving into education research, as well as candidates trained in engineering education or related fields who want to work in quantum education. 

Desired qualifications 

• A PhD (or near completion) in a relevant STEM field, engineering education, science education, or a related field. 

• Technical expertise in quantum information science, semiconductor research, materials science, applied physics, or engineering physics is particularly desirable. 

• Experience teaching, mentoring, or developing learning activities, with an interest in authentic research experiences and undergraduate STEM education. 

• Experience with survey design, educational assessment, or program evaluation, or a strong interest in developing these skills. 

• Quantitative data analysis skills in Python, R, MATLAB, or similar software, including clear documentation and reproducible workflows. 

• Experience with qualitative methods, such as interviews or analysis of student work, is welcome. 

• Ability to collaborate with technical researchers and explain complex ideas to students with different levels of preparation. 

• Clear written and verbal communication, careful data management, and willingness to develop expertise in human subjects research. 

(3) Postdoctoral Researcher in AI Integration in Engineering Education 

Generative AI is changing how engineers code, model, analyze data, and communicate technical work. Cornell Duffield Engineering is supporting a two-year experiment in which faculty reconsider what students need to learn and how they should learn it with, around, and sometimes without AI. Selected faculty will implement and study changes in their own courses or learning experiences, working with colleagues who are addressing related challenges. The initiative centers students’ critical thinking and engineering judgment while creating room to try new approaches to teaching and assessment. 

In this two-year postdoctoral role, you will serve as an embedded education researcher and facilitator for a faculty working group. You will help participants turn their teaching ideas into researchable questions, design feasible assessments, and coordinate data collection within their courses. You will facilitate regular discussions, help faculty interpret evidence and refine their approaches, and analyze findings across projects. Each instructor will retain ownership of their course design; you will help the group make meaningful comparisons across different disciplinary contexts. You will also work with college and university staff and collaborate with faculty on publications, presentations, and practical resources for other instructors. 

Desired qualifications 

• A PhD (or near completion) in engineering education, another discipline-based education research field, learning sciences, higher education, or a related field 

• Experience designing and conducting research on teaching and learning in undergraduate STEM settings 

• Experience with qualitative and quantitative methods and the ability to choose methods appropriate to a question and course context 

• Experience developing assessments of student learning, particularly reasoning, critical thinking, or engineering judgment 

• Experience facilitating groups or collaborating with faculty on teaching, curriculum development, or educational research 

• Familiarity with generative AI tools and an interest in examining how their use changes disciplinary work and learning 

• Ability to coordinate several course-based projects, including timelines, data collection, IRB materials, and documentation 

• Clear communication with researchers and instructors, including translating findings into useful teaching guidance 

(4) Postdoctoral Researcher in AI and Critical Thinking 

An NSF-funded project led by Drs. Alexandra Werth, Natasha Holmes, and Michelle Smith at Cornell investigates whether generative AI can support student reflection and the development of critical thinking across physics, biology, and engineering courses. The project centers on the Automated Critical Thinking Reflection (ACTR) tool, which uses generative AI to tailor reflection prompts to students and their course experiences. By studying students’ reflections alongside measures of critical thinking, the team will examine how the design and personalization of prompts affect reflection quality and whether those differences relate to students’ critical thinking. 

In this role, you will help design and conduct studies of AI-supported reflection, working closely with the research team and participating instructors. You will contribute to the development and evaluation of ACTR, including prompt design, connections between Qualtrics and AI systems, and reproducible workflows for processing and analyzing student responses. You will coordinate survey distribution and data collection, link reflection responses with other assessment data, and conduct qualitative and quantitative analyses. You will also help evaluate AI-assisted coding against human judgments and examine the accuracy and consistency of these methods. The role includes collaborating on publications and developing resources that help instructors and researchers use and study the tools at other institutions. 

Desired qualifications 

• A PhD (or near completion) in a STEM discipline, engineering or science education, learning sciences, educational psychology, or a related field 

• Experience with both qualitative and quantitative research methods, including analysis of written responses and statistical analysis of educational data 

• Strong programming and data analysis skills in Python, R, or similar languages, including building and documenting reproducible analysis workflows 

• Experience working with generative AI or large language models, including API integration, prompt design, and systematic evaluation of model outputs 

• Experience developing, distributing, and analyzing surveys, preferably in Qualtrics, including managing repeated administrations and linking responses across measures 

• Experience developing or applying qualitative codebooks and evaluating agreement among human or AI-assisted coders 

• Interest in student reflection, critical thinking, and the ways educational technology shapes learning 

• Human subjects research experience and sound practices for de-identification, secure data storage, and version control 

• Ability to work across disciplines and communicate research findings clearly through publications, presentations, and instructor resources 

ACROSS ALL POSITIONS 

The postdoctoral experience will include structured mentorship from Institute faculty, opportunities to lead collaborative projects, contribute as first authors on publications, and develop a research trajectory aligned with their long-term career goals. This position is designed to support successful transitions into academia, industry, or the public sector. 

The desired start date is March 2027. This is a one-year appointment, with the possibility of renewal based on performance. 

Application Procedure: 

1. A cover letter that describes which projects are of most interest and why, desired goals for the postdoc, alignment of the candidate’s expertise with position requirements, and anticipated start date. Please note which projects you want to be considered for within your cover letter. 

2. Candidate CV, including publication list and date of Ph.D. graduation, and listing the Ph.D. advisor’s name. If not yet graduated, please note the estimated date for graduation. Font size should be no smaller than 11pt. 

3. Names of 2-3 recommenders that may be contacted as a reference after initial screening. 

Applications received by November 15th, 2026 will be given a priority review. Applications will be accepted until the position is filled. 

Inquiries may be directed to the faculty leads for the individual projects: 

Dr. Allison Godwin, afg64@cornell.edu 

Dr. Alexandra Werth, amw438@cornell.edu 

Dr. Alexandra Coso Strong, acs386@cornell.edu 

Dr. Jessica Rush Leeker, jrl399@cornell.edu

Employment Assistance:

For specific questions about the position or application process, please contact the Recruiter listed in the job posting or for general questions email mycareer@cornell.edu.

If you require an accommodation for a disability in order to complete an employment application or to participate in the recruiting process, you are encouraged to contact Cornell Office of Civil Rights at voice (607) 255-2242, or email at accommodations@cornell.edu.

Applicants that do not have internet access are encouraged to visit your local library, or local Department of Labor. 

Please read the required Notice to Applicants statement by clicking here. This notice contains important information about applying for a position at Cornell as well as some of your rights and responsibilities as an applicant.

EEO Statement:

Cornell welcomes students, faculty, and staff with diverse backgrounds from across the globe to pursue world-class education and career opportunities, to further the founding principle of “... any person ... any study.” No person shall be denied employment on the basis of any legally protected status or subjected to prohibited discrimination involving, but not limited to, such factors as race, ethnic or national origin, citizenship and immigration status, color, sex, pregnancy or pregnancy-related conditions, age, creed, religion, actual or perceived disability (including persons associated with such a person), arrest and/or conviction record, military or veteran status, sexual orientation, gender expression and/or identity, an individual’s genetic information, domestic violence victim status, familial status, marital status, or any other characteristic protected by applicable federal, state, or local law. 

Cornell University embraces diversity in its workforce and seeks job candidates who will contribute to a climate that supports students, faculty, and staff of all identities and backgrounds. We hire based on merit, and encourage people from historically underrepresented and/or marginalized identities to apply. Consistent with federal law, Cornell engages in affirmative action in employment for qualified protected veterans as defined in the Vietnam Era Veterans’ Readjustment Assistance Act (VEVRRA) and qualified individuals with disabilities under Section 503 of the Rehabilitation Act. We also recognize a lawful preference in employment practices for Native Americans living on or near Indian reservations in accordance with applicable law.

Pay Ranges:

The hiring rate of pay for the successful candidate will be determined considering the following criteria:

• Prior relevant work or industry experience.
• Education level to the extent education is relevant to the position.
• Academic Discipline (faculty pay ranges reflects 9-month annual salary unless otherwise noted)
• Unique applicable skills.