Thursday, June 23, 2022

STEM Education Postdoc, Texas State

 Position Description - Instructional Change Teams Research

We are advertising a postdoctoral-level research position associated with the NSF-IUSE award Modeling Instructional Change Teams (NSF #1914857, Lead PI Alice Olmstead; NSF #1914880, PI Andrea Beach, co-PI Charles Hendersonhttps://instructionalchangeteams.weebly.com/). This project aims to develop and share research-based tools and guidance to change leaders who aim to support teams working to improve undergraduate STEM courses nationally. The selected candidate will also have the option to conduct part-time research on the impacts of an ongoing, local NSF-IUSE-HSI award, the Faculty-Student STEM Communities Project (NSF #1928696, https://www.cose.txstate.edu/STEMCommunities.html). This project aims to promote student-centered, culturally responsive instructional change by building community among STEM faculty and undergraduate students at Texas State University. The project also centrally involves teams.

 

The instructional change teams project is a national-scale, mixed-methods, and practice-oriented research study. It builds on a prior qualitative study led by the PI team (NSF #1525393). We are currently three years into this project, with slightly over one year remaining. The primary focus is the development and use of a survey instrument that diagnoses various aspects of instructional change team collaborations. We currently have a pilot survey instrument that we are actively using to collect data from and provide feedback to teams and team-based project leaders working to improve undergraduate STEM courses. In the final year of the project, we aim to recruit and provide feedback for additional teams to complete our pilot; validate our survey instrument; use survey data to develop claims about how various factors influence instructional change team collaboration and outcomes; and share the results through publication and other dissemination strategies. Follow-up qualitative data collection and analysis is also possible. 

 

The postdoctoral research appointment will span all aspects of the instructional change teams project. The selected candidate will be expected to engage in activities such as: identifying and recruiting study participants; collecting and compiling survey data; preparing reports for study participants; statistically testing the pilot survey instrument and modifying it appropriately; analyzing survey data to address research questions; reviewing relevant literature; and synthesizing the results for publications and presentations. They will be expected to work closely with our existing team including the three PIs, a part-time, postdoctoral-level independent contractor, and another faculty member at Texas State with quantitative analysis expertise, as well as the previous postdoctoral researcher from this project when appropriate. PI Olmstead will be the primary advisor for this position. 

 

An optional, part-time (20%) appointment with the STEM Communities Project would involve pursuing research on the impacts of the programmatic aspects of this five-year, team-based instructional change effort for participants and their instructional approaches. Research activities could include collecting and analyzing interviews with participating faculty and/or undergraduate Learning Assistants; collecting and analyzing video-recordings of faculty-student teams preparing for instruction; and synthesizing results for publication and/or presentations. They would be expected to work closely with the PI team, other postdocs, student researchers, and/or the external evaluator for the project when relevant. Olmstead (project co-PI) would again be a primary advisor for this role, along with co-PI Eleanor Close. With this option, the appointment on the instructional change teams award would be reduced to 80% of full-time.

Minimum qualifications are: 

  • PhD in a STEM and/or Education field 
  • Comfort in learning or using quantitative research methods to analyze survey data
  • Enthusiastic and motivated learner

 

Preferred qualifications are:

  • Experience with quantitative research studies
  • Experience with statistical analysis and/or programming packages (e.g., R, Stata, Python)
  • Experience with qualitative research studies (particularly for the optional, STEM Communities appointment)
  • Commitment to counteracting systemic inequities in STEM 
  • Motivation and ability to engage with STEM faculty, project PIs, and diverse students

Candidates who identify with underrepresented minority groups are particularly encouraged to apply. 

 

The salary for this position is between $50,000-$55,000 per year. Review of applications will begin on July 11, 2022 and continue until the position is filled. Preferred start date is August 1st, 2022. The initial appointment(s) will be for one year, renewable as funding remains available (1-6 additional months, depending on exact budgeting and appointment). We will consider a remote work arrangement with occasional in-person collaboration, as well as in-person collaboration at one of the grantee institutions. The lead PI for the instructional change teams project is at Texas State University in San Marcos, TX; co-PIs are at Western Michigan University in Kalamazoo, MI. All PIs for the STEM Communities Project are at Texas State University.

Please contact Alice Olmstead (alice.olmstead@txstate.edu) if you have any questions.

Application Process

Interested candidates should submit a 1-2 page cover letter and a CV to STEMEdPostdocs@txstate.edu. The cover letter should explain the candidate’s interest in the position and why they are a good fit for this, based on alignment with the minimum and preferred qualifications and any other desirable qualifications (e.g., past experience relevant to the job responsibilities). The cover letter should also specify a preferred start date and, if the candidate has not yet received their PhD, when they expect to receive it. The CV should include a list of professional experiences, publications, and contact information for three professional references. Candidates may be asked to submit a writing sample in response to a job-related prompt. Candidates should clearly identify the position they are applying for (instructional change teams postdoc, with or without the part-time STEM Communities Project appointment) and address how their qualifications fit this position. 

Additional Job Information 

Texas State University is a large, diverse Hispanic-Serving Institution in Central Texas, between Austin and San Antonio. The College of Science and Engineering includes seven STEM departments and a growing number of discipline-based education research faculty. Selected candidates will have regular opportunities to interact with faculty, students, and other postdocs who are engaged in STEM education research (see, in particular, http://txstper.wp.txstate.edu and http://luxford.wp.txstate.edu/). Interactions and cross-project collaboration among postdocs, as well as participation in potential future grant-writing activities with the project team, will be encouraged. 

Wednesday, June 22, 2022

PhD student in Physics with specialization in Physics Education Research, Uppsala University, Sweden

 

PhD student in Physics with specialization in Physics Education Research, Uppsala University, Sweden

https://uu.varbi.com/en/what:job/jobID:520917

Uppsala university, Department of Physics and Astronomy

Uppsala University is a comprehensive research-intensive university with a strong international standing. Our ultimate goal is to conduct education and research of the highest quality and relevance to make a long-term difference in society. Our most important assets are all the individuals whose curiosity and dedication make Uppsala University one of Sweden’s most exciting workplaces. Uppsala University has over 54,000 students, more than 7,500 employees and a turnover of around SEK 8 billion.

The research conducted at the Department of Physics and Astronomy encompasses a wide range of physics topics, distributed over ten divisions. The department is located in the Ångström laboratory and employs nearly 400 people, 125 of whom are doctoral students. It offers a broad physics curriculum to undergraduate and graduate students, participation in nationally and internationally leading projects for researchers, and opportunities for partnership with industry and various outreach activities.

The Physics Education Research Group at Uppsala University works towards a better understanding of factors affecting teaching and learning in physics. The group’s position as an integrated part of the Department of Physics and Astronomy provides unique opportunities for research and development work. The Group has an excellent international reputation, as evidenced by the large number of research articles produced and our sustained success in attracting external funding and awards. More information about the group can be found on our web pages www.physics.uu.se/research/physics-education-research/

Read more about our benefits and what it is like to work at Uppsala University

Duties
The PhD student will investigate conceptual, procedural and epistemological challenges that accompany upper division physics courses (courses beyond the introductory year of studies, such as statistical mechanics, relativity, quantum mechanics, analytical mechanics, optics, etc.) taken by physics, engineering and upper-secondary-school teacher students. This area of research is relatively under-researched in comparison with introductory physics courses, particularly mechanics and thus offers valuable opportunities for novel research and curriculum development. Upper division courses often involve more abstract and advanced mathematical tools and students can rely less on their every-day experiences and intuition, which presents a significant challenge for learning. The PhD student will, among other things, investigate ways in which students make sense when solving problems in these courses. To do this, they will learn and employ a multimodal approach to studying student meaning making which has been developed at UUPER in the recent decades. This will involve among other things, collection and analysis of video, interviews, and classroom observation. The research will have a strong practice-oriented component with the intention to improve future education in these courses. The student will thus also be involved in teaching and curricular development in upper-division physics courses.

PhD students mainly work with their own project/research training. Other work, such as teaching or administrative work is possible up to a maximum of 20% per year. In such cases the post will be extended by the corresponding amount.

Requirements
Applicants shall have a master degree in physics or another subject which is deemed equivalent by the employer. Excellent spoken and written English is expected.

Additional qualifications
Courses of particular relevance for the research post, including physics didactics/physics education research coursework, physics coursework at bachelor's and master's level, as well as independent research projects in physics didactics/physics education research, especially on the topic of upper-division physics courses at university. Publications and presentations at research conferences and symposia in physics education research. Teaching experience at different levels of education. The ability to speak and write well in Swedish is also a merit, since the PhD student will be involved in doing research and teaching in courses where Swedish is the formal language of instruction. Desired traits and abilities: independence, cooperativeness, good communication skills.

Rules governing PhD students are set out in the Higher Education Ordinance chapter 5, §§ 1-7 and in Uppsala University's rules and guidelines.

About the employment
The employment is a temporary position according to the Higher Education Ordinance chapter 5 § 7. Scope of employment 100 %. Starting date 2022-11-01 or as agreed. Placement: Uppsala.

For further information about the position, please contact: Bor Gregorcic, 0046704422811, bor.gregorcic@physics.uu.se.

Please submit your application by 15 August 2022, UFV-PA 2022/2455.

Please do not send offers of recruitment or advertising services.

Submit your application through Uppsala University's recruitment system.

Type of employmentTemporary position longer than 6 months
Contract typeFull time
First day of employment2022-11-01
SalaryFixed salary
Number of positions1
Working hours100 %
CityUppsala
CountyUppsala län
CountrySweden
Reference numberUFV-PA 2022/2455
Union representative
Published21.Jun.2022
Last application date15.Aug.2022 11:59 PM CEST

Wednesday, June 15, 2022

PER Group Collaboration or Online Adjunct Sought, Delta State MS

 Here at Delta State University we have an immediate need for an adjunct to teach our PHY 115 – Physics of Sound class online this fall.  This is a general education physics course geared toward majors in entertainment industry studies, music, and speech and hearing science.  I’ve built the course myself, and am willing to walk an adjunct through it before the semester begins in mid-August. It helps if you are also a musician with a little music theory, but that isn’t necessary.

 

Enrollment in the course is currently at 16 students, and typically it reaches somewhere in the low 20s.  The laboratory component is accomplished using kits which we distribute to the students either by handing them out on campus or via mail. The anticipated compensation would be $3,000.

 

Our preference would be to establish a partnership with a physics education research group to take on this course, and eventually maybe even one or two others, on a regular basis.  The person teaching the classes would, of course, need to have 18 graduate hours in physics at a minimum.

 

Having no physics major here at DSU, our focus has been on pedagogy in the classroom. Many of our learners come to us woefully underserved by their high schools, and both keeping them engaged and overcoming their educational shortcomings can be difficult. 

 

A long-term relationship with a research group would help us support continued research into how best to reach these learners. I could see this class providing useful experience to a senior graduate student, put a little money in their pocket via the adjunct pay, and serve as an additional laboratory for pedagogical work.

 

Historically the demographics in the course are 61% Caucasian, 33% African-American, and 6% other with a median ACT score of 21, which puts half the class at college-ready.

 

Interested parties or institutions should reach out to me at jgerald@deltastate.edu.

 

James A. Gerald, PhD

Interim Dean of Graduate and Honors Studies

Associate Professor of Physics

Kent Wyatt Hall Suite 239

Delta State University

 

Phone: 662-846-4834

Tuesday, June 14, 2022

Two-Year Physics Education Lecturer, Towson University MD

 Search for Faculty Position

 Lecturer, Physics Education

Department of Physics, Astronomy and Geosciences

Jess and Mildred Fisher College of Science and Mathematics

 The Department of Physics, Astronomy and Geosciences seeks a two-year lecturer lasting from fall 2022 through spring 2024.  Candidates are expected to have a graduate degree in physics education, science education, or a related field. The position requires teaching 12 contact hours of coursework weekly.

 The successful candidate will be able to teach physical science courses for elementary and early childhood education majors and physics lecture and lab courses for pre-professional programs.

 The Department of Physics, Astronomy and Geosciences:

The PAGS department (http://www.towson.edu/pags) is comprised of four related disciplines: physics, astronomy, geosciences and science education. Two hallmarks of the department are meaningful undergraduate research and actively embracing the teacher-scholar model. Towson University is unique in that it is one of the few academic institutions nationwide to house a significant number of education faculty in its content departments. The PAGS department has 28 full-time faculty, including five science educators.

 Towson University:

Towson University was founded in 1866, is recognized by U. S. News and World Reports as one of the top public universities in the Northeast and Mid-Atlantic regions, is Baltimore's largest university, and is the largest public, comprehensive institution in the University of Maryland System. TU enrolls over 19,000 undergraduates and over 3,000 graduate students across six academic colleges (business, education, fine arts, health professions, liberal arts, science & mathematics), has over 865 full-time faculty, and offers more than 65 bachelor's, 45 master's, and 5 doctoral programs. Our centrally located campus sits on 330 rolling green acres and is 10 miles north of Baltimore, 45 miles north of Washington D.C., and 95 miles south of Philadelphia.

 Application Procedure: Electronic applications are required. Apply by submitting a cover letter, a summary of your teaching philosophy, your curriculum vitae, and a list of three references. In your cover letter, please highlight your science education experience at all levels (K-16).

Application materials and inquiries should be emailed to sciedsearch@towson.edu. Review of applications will begin July 11, 2022.

Please be sure to visit the Applicant Data Form to complete a voluntary on-line applicant data form. The information you provide will inform the university's affirmative action plan and is for statistical-related purposes only. The information will not be used for any other purpose.

Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity, as detailed in A More Inclusive TU: Advancing Equity and Diversity (2020 – 25). TU is a national leader in inclusive excellence, the only institution in Maryland with zero achievement gap, and 68% growth in minority enrollment over the past 5 years. We encourage application from a variety of (dis)abilities, cultural, ethnic, race, sex, gender identity/expression, national origin, age, veteran status, color, religious, socio-economic, sexual orientation and belief backgrounds.

Saturday, June 11, 2022

Teaching Professor

 https://jobs.ncsu.edu/postings/164894

Working Title Teaching Professor - Physics

Anticipated Hiring Range $85,000-$90,000

Work Schedule 40 hours a week, schedule TBD

Job Location Raleigh, NC

Department Department of Physics

About the Department

The Physics Department provides: (1) High quality Physics instruction to the University community through gateway courses in introductory physics; (2) educational opportunities for undergraduate and graduate students in physics through high quality curricula, faculty, and research facilities; (3) outreach programs that advance scientific knowledge. Our research programs cover a diverse spectrum including astrophysics, general relativity, condensed matter theory and experiment, computational physics, biophysics, nanoscale science, physics education, experimental nuclear physics, particle and nuclear theory, experimental optics, and experimental atomic and molecular physics. The department enrolls approximately 120 graduate students and 140 undergrad physics majors. The department size is approximately 56 faculty members.

Essential Job Duties

The successful candidate with provide course coordination for engineering-level physics courses for approximately 3000 students per semester including homework and exams deployment, teach physics courses, develop and oversee content for problem sessions, and mentor, recruit, and/or perform other roles shaped by the strengths and interests of the individual.

Inclusiveness and diversity are critical to the success of the Department of Physics, College of Sciences, and the University. The selected candidate will be expected to foster an environment that is supportive and welcoming of all groups.

Other Responsibilities

Perform other related duties as assigned by the department head.


Thursday, June 9, 2022

PT Prep School Physics Teacher, Urbana IL

 

JOB OPENING: PHYSICS TEACHER

Academy High is an independent, not-for-profit college preparatory day school located in Champaign-Urbana, Illinois. The school opened its doors to a pioneer class of nine students in 2017 and has grown each year, now serving 60 students in grades 9-12. The mission of Academy High is to inspire students to discover and pursue their passions; to become exceptionally well-educated, academically, and personally; and to lead lives of excellence, purpose, and joy.

Academy High seeks a qualified part-time Physics teacher to commence teaching starting in the 2022-2023 school year. An additional possible course might include Earth Studies.

The ideal candidate for this role is an experienced teacher who is:

        Enthusiastic about working with high school-aged students in a non-conventional, independent school environment;

        Dynamic, collaborative, and innovative in their pedagogy;

        Responsive to student interests and needs;

        Eager to collaborate with a small team of talented faculty across multiple disciplines; and

        Familiar with educational technology.

 

Duties and Responsibilities:

        Teach physics and/or a different semester science course;

        Work with the department chair and curricular team to plan, document, evaluate, and revise curriculum, course content, and course materials and methods of instruction;

        Create effective assessment tools, in collaboration with colleagues, to support student achievement and growth;

        Evaluate and grade student classwork, assignments, and papers;

        Use effective classroom management techniques to ensure effective learning;

        Consistently communicate student progress;

        Collaborate effectively with departmental and teaching teams as well as student support service personnel; and

        Participate in essential School activities such as faculty meetings, student-parent-teacher conferences, student advising, club sponsorship, and support of School functions.

 

Required qualifications:

        Bachelor’s degree in Math or Science;

        2+ years of teaching experience in a high school or higher education setting;

        Familiarity with National and/or Illinois science standards (NGSS; NCTM; Common Core, etc.);

        A commitment to diversity, equity, and inclusion;

        Excellent verbal and written communication skills;

        A willingness to engage students inside and outside the classroom in a variety of co- and extracurricular activities (advising, coaching, club sponsoring, etc.);

        Experience working in a one-to-one laptop environment or relevant technology skills.

 

Desirable qualifications:

        Graduate degree Science or Math.

        3+ years of teaching experience in a high school or higher education setting.

        Experience supporting students, both in and out of the classroom.

 

Candidates with experience teaching middle or high school and/or college and university courses are encouraged to apply, as are those who have experience developing new courses.

 

To Apply:  Send an email with a cover letter, resume, and personal statement to jobs@academyhigh.org. Interviews will begin immediately and will continue until the position is filled. Please visit http://www.academyhigh.orgto learn more about the school.

 

It is the policy of Academy High not to discriminate based on race, ethnicity, gender or gender identity, color, religion, age, sexual orientation, national origin, or ancestry to work or enjoy the benefits of the School’s program, facilities, or services. All qualified candidates are encouraged to apply.

 

 

Wednesday, June 8, 2022

FT Lecturer, Trinity University, San Antonio TX

 Lecturer, Trinity University


The Department of Physics and Astronomy at Trinity University in San Antonio, TX invites applications for a Lecturer starting in Fall 2022. This position is a 9-month full-time non-tenure track position, with an initial 3-year appointment.  The successful candidate will be responsible for teaching 3 sections of our introductory laboratory sequence each semester during the academic year and work with faculty to develop and implement a new laboratory curriculum. There is also the potential for additional teaching and compensation during the summer term. 


Additional responsibilities include, but are not limited to, setting up equipment for the labs each week, assisting with administrative tasks associated with the lab, working with tenure track faculty to develop and implement new laboratory curriculum, assisting in demonstrations in lecture courses, and providing support to our rooftop observatory. Lecturers are fully integrated into the life of the department and are expected to contribute to some departmental service.  

 

Candidates must have at least a Masters in Physics or closely aligned field at the time of appointment, PhD preferred.  Demonstrated teaching ability (including as a graduate student) and enthusiasm for teaching at an undergraduate institution are essential.  Successful candidates will be committed to supporting a diverse and inclusive learning environment. 

 

Applicants should send an application packet including 1) a statement of teaching philosophy, 2) a diversity and inclusion statement, 3) a curriculum vitae, 4) both undergraduate and graduate transcripts (unofficial is acceptable), and 5) a list of at least 2 references with contact information.  Please email your packet to Dr. Jennifer Steele: jsteele@trinity.edu

 

Review of applications will begin immediately and will continue until the position is filled. Trinity University is an equal opportunity employer and as such provides equal opportunity for employment and advancement of all employees with regard to race, color, religion, sex, age, national origin, ethnicity, disability, military/veteran status, sexual orientation, gender identity, gender expression, or any status protected by Federal, State, or Local Laws.


THREE Lectureships (Physics and Astronomy) at Texas State

Physics and Astronomy Lecturer Positions at Texas State University

The Texas State University Department of Physics seeks three full-time Lecturers beginning Fall Semester 2022, with potential for continuing appointment based on mutual satisfaction. The primary duties, along with qualifications, for each of the three positions are detailed below.

Our department offers baccalaureate and master’s degrees and currently specializes in the physics of materials, astrophysics and physics education. Texas State is a comprehensive PhysTEC site with a thriving Learning Assistant program operating in the introductory calculus-based physics sequence. The Department of Physics is proud to serve a diverse, inclusive, and highly connected student community.

Position 1 – Pre-service teacher education

The primary duties of this position are instruction of the Department’s course for pre-service elementary teachers. This course uses the NextGenPET curriculum. Candidates will interact with other faculty in the department involved in teacher preparation, along with an online learning community of educators who are using the NextGenPET curriculum.

Minimum qualifications:

Master’s degree in Physics, Astronomy/Astrophysics, Science Education, or a related field, with at least 18 semester credit hours in graduate-level physics or astronomy.

Preferred qualifications:

 PhD in Physics, Astronomy/Astrophysics, Science Education, or related field.

 Experience or familiarity with NextGenPET curriculum.

 Previous experience teaching at the college level.


Position 2 – Astronomy

Primary duties are instruction of introductory astronomy and physics courses. Applicants will be also have the opportunity to contribute to the development of undergraduate research and advanced coursework in astronomy, and engage in advisement of student-led organizations and outreach activities.

Minimum qualifications:

Master’s degree in Physics, Astronomy/Astrophysics, Science Education, or a related field, with at least 18 semester credit hours in graduate-level physics or astronomy.

Preferred qualifications:

 PhD in Physics, Astronomy/Astrophysics, Science Education, or related field.

 Previous experience teaching introductory astronomy at the college level.


Position 3 – Support of Introductory Calculus-Based Physics

Primary duties are support of instruction in the Department’s introductory calculus-based sequence. These duties will likely include both lab and lecture instruction.

Minimum qualifications:

Master’s degree in Physics, Astronomy/Astrophysics, Science Education, or a related field, with

at least 18 semester credit hours in graduate-level physics or astronomy.

Preferred qualifications:

 PhD in Physics, Astronomy/Astrophysics, Science Education, or related field.

 Previous experience teaching introductory physics at the college level.


Applicants for all three positions are also encouraged to express their interest and experience, if

appropriate, in any of the following department instructional initiatives:

* Computational modeling in support of undergraduate research and coursework

* Learning Assistant Program

* Special courses for elementary school teachers

* Special courses for life science majors

* Recruitment into high school physics teaching

* Laboratory instruction reform

Application materials: A single pdf consisting of (1) Letter of interest (to include the position or positions you are interested in, as well as interest in the above points as appropriate), (2) Statement of Teaching Philosophy, (3) Curriculum Vitae, (4) Contact information for three professional references. 

To apply, please send this information to Dr. David Donnelly at donnelly@txstate.edu.

The maximum 9-month salary for this position is about $52,800/year, with opportunities for summer teaching or grant work, depending on the applicant’s interests and initiatives.

Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression.

Employment with Texas State University is contingent upon the outcome of record checks and verifications including criminal history, driving records, education records, employment verifications, reference checks, and employment eligibility verifications.

Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in university owned or leased vehicles.

Texas State University is a member of the Texas State University System. Texas State University is an EOE.

Friday, May 27, 2022

[Rumor] Lecturer Position – Texas State University

 Lecturer Position – Texas State University

 

The Physics Department at Texas State University anticipates hiring a full time lecturer for the 2022-2023 academic year, with potential for continued reappointment based on mutual satisfaction.  The primary responsibility for this position will be to teach the Department’s course for pre-service elementary teachers using the NextGen PET curriculum.  Information about Texas State University can be found at www.txstate.edu, and information about the Physics Department can be found at https://www.txstate.edu/physics/.  Anyone with questions about, or interest in the position should contact Dr. David Donnelly, Associate Chair, at donnelly@txstate.edu.

Monday, May 23, 2022

Two NTT Assistant Professor In-Residence, University of Connecticut

 

Assistant Professor In-Residence, Hartford and Stamford Campuses

Search #: 496372
Work type: Full-time
Location: Other - please see posting for additional information
Categories: Faculty Non Tenure Track

INTRODUCTION

The Department of Physics at the University of Connecticut (UConn) invites applications for two non-tenure teaching appointments at the rank of Assistant Professor in Residence (APiR), beginning in the Fall 2022 semester. One faculty position will be located at the UConn Hartford campus and the other at the Stamford campus.

The successful candidate will be expected to share a deep commitment to effective instruction at the undergraduate level and to the informal mentoring of students in their professional development. The candidate must be committed to the development and innovative improvement of physics courses and will have opportunities to contribute to the scholarship of teaching and learning (SoTL) and to participate in outreach activities. The successful candidate will also be expected to broaden participation among members of traditionally under-represented groups; integrate diverse experiences into instructional methods; and contribute to the development of pedagogical techniques designed to support the variety of learners’ needs, abilities, and interests.

This position may include opportunities for supervising undergraduate student honors projects or Research Experience for Undergraduate (REU) programs.

Centered on teaching, research, and service in and about the global city, the UConn Hartford campus serves a community of approximately 1600 students, including larger first-generation (49%) and minoritized (50%) populations. With a vision of academic excellence focused on community-based, collaborative learning, UConn Hartford plays a critical role in advancing the University’s commitment to innovation, leadership, global engagement, and cultural and intellectual diversity. The Hartford campus offers undergraduate classes in 36 departments and master's, doctoral, and certificate programs in four disciplines. Students can complete majors in English, Human Development and Family Sciences, Business Administration, Business Data Analytics, Psychological Sciences, Urban and Community Studies, Digital Marketing & Analytics, Financial Management, and Social Work.

UConn Stamford is an urban campus at the center of one of Fairfield County's robust business communities, just 45 minutes from New York, which gives students ample opportunities for internships and careers. The campus serves 3,000 undergraduate and graduate students, including many first-generation college students. It offers 14 undergraduate majors, including business administration, digital media and design, computer science, and history.

Founded in 1881, UConn is a Land Grant and Sea Grant institution and member of the Space Grant Consortium. It is the state’s flagship institution of higher education and includes a main campus in Storrs, CT, four regional campuses throughout the state, and 13 Schools and Colleges, including a Law School in Hartford, and Medical and Dental Schools at the UConn Health campus in Farmington. The University has approximately 10,000 faculty and staff and 32,000 students, including nearly 24,000 undergraduates and over 8,000 graduate and professional students. UConn is a Carnegie Foundation R1 (highest research activity) institution, among the top 25 public universities in the nation. Through research, teaching, service, and outreach, UConn embraces diversity and cultivates leadership, integrity, and engaged citizenship in its students, faculty, staff, and alumni. UConn promotes the health and well-being of citizens by enhancing the social, economic, cultural, and natural environments of the state and beyond. The University serves as a beacon of academic and research excellence as well as a center for innovation and social service to communities. UConn is a leader in many scholarly, research, and innovation areas. Today, the path forward includes exciting opportunities and notable challenges. Record numbers of undergraduate applications and support for student success have enabled the University to become extraordinarily selective.

MINIMUM QUALIFICATIONS

  • Ph.D. in physics, astronomy, or a related field (equivalent foreign degrees are acceptable).
  • The ability to teach a range of courses at the undergraduate level.
  • Commitment to professional development through, for example, participation in pedagogy seminars or preparation for college teaching programs.
  • The ability to contribute through teaching and/or public engagement to the diversity of the College.

PREFERRED QUALIFICATIONS

  • Minimum of at least two years of experience teaching introductory physics courses and associated laboratories (e.g. conceptual, algebra-based, and/or calculus-based physics).
  • Demonstrated experience with and innovation in undergraduate-focused physics teaching.
  • Development and implementation of studio instruction or other evidence-based curricula in introductory physics courses.

APPOINTMENT TERMS

These appointments are full-time, non-tenure-track, 9-month, faculty positions with an anticipated start date of August 23, 2022. They are renewable annually, based on performance and funding, and may lead to successive multi-year contracts. Promotions to Associate Professor in Residence are possible, but these positions do not lead to permanent academic tenure. Salary will be commensurate with experience.

TERMS AND CONDITIONS OF EMPLOYMENT 

Employment of the successful candidate is contingent upon the successful completion of a pre-employment criminal background check.

TO APPLY

Please apply online to Academic Jobs Online https://academicjobsonline.org/ajo/jobs/21811 and submit the following application materials:

  • A cover letter,
  • Curriculum vitae,
  • Teaching statement - (two pages maximum) should describe your training, experience, and goals as a physics educator. Include experiences working with diverse populations and a discussion about how your teaching philosophy and practices promote diversity, equal opportunity, and inclusion. 
  • Three letters of reference

Evaluation of applicants will begin immediately and continue until the positions are filled. For more information regarding the Department of Physics please visit the Department website at https://physics.uconn.edu/.

At the University of Connecticut, our commitment to excellence is complemented by our commitment to building a culturally diverse community.

These positions will be filled subject the budgetary approval. 

All employees are subject to adherence to the State Code of Ethics which may be found at http://www.ct.gov/ethics/site/default.asp.

The University of Connecticut is committed to building and supporting a multicultural and diverse community of students, faculty and staff. The diversity of students, faculty and staff continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice. More than 100 research centers and institutes serve the University’s teaching, research, diversity, and outreach missions, leading to UConn’s ranking as one of the nation’s top research universities. UConn’s faculty and staff are the critical link to fostering and expanding our vibrant, multicultural and diverse University community. As an Affirmative Action/Equal Employment Opportunity employer, UConn encourages applications from women, veterans, people with disabilities and members of traditionally underrepresented populations.

Advertised: May 20 2022 Eastern Daylight Time
Applications close: Jul 19 2022 Eastern Daylight Time

 

Friday, May 6, 2022

50% Appointment DBER Postdoc, University of British Columbia (or other three locations)

 https://www.chem.ubc.ca/positions-available#CCSES%20Postdoctoral%20Researcher


CCSES Postdoctoral Researcher

The Canadian Consortium of Science Equity Scholars (CCSES) seeks a postdoctoral scholar to engage in discipline-based education research to improve equity in science courses across four post-secondary institutions. The CCSES is a group dedicated to improving equity in university-level science courses to better support all students, especially those who are historically or currently underrepresented.

A deep and diverse science, technology, engineering, and mathematics (STEM) talent pool is necessary to foster the innovation needed to address global challenges, from pandemics to climate change. However, achievement and employment in science disciplines continue to suffer from representation disparities. Our research aims to discover how the instructor-created classroom climate impacts students’ sense of belonging, and how sense of belonging impacts interest and persistence in STEM.

The Consortium goals are to:

  • Discover how the instructor-created classroom climate impacts students' sense of belonging across science courses, institutions, and demographic groups, and identify the specific inclusive teaching practices that promote equity.
  • Develop and share high-quality tools to investigate equity in STEM classes across Canada.
  • Reframe approaches to university-level science equity work by applying critical research methodologies.
  • Cultivate a national community of science equity scholars across education and science faculties to facilitate continued research and innovation.

The successful candidate will play a key role in all aspects of the project. The duties may include:

  1. Research: Design of qualitative approaches suitable to the goals above, implementation of critical perspectives, literature review, consultation on quantitative research design, data analysis, co-authoring publications.
  2. Leadership and planning: Mentoring graduate and undergraduate research assistants, leading and administering core research team meetings, co-organizing tri-annual Consortium-wide research meetings, co-organizing annual Consortium virtual retreat, organizing monthly CCSES reading group.

The ideal candidate will:

  • Have a doctorate (Ph.D. or Ed.D) in discipline-based education research (e.g. biology education research, chemistry education research, physics education research), any field of education, or science with related education research experience.
  • Bring experience commensurate with the CCSES goals of incorporating critical perspectives and giving voice to students through complementary qualitative analysis. Mixed-methods research experience is an asset.
  • Have a demonstrated interest in equity, diversity, and inclusion.
  • Possess strong organization, and verbal and written communication skills.
  • Have experience with research ethics review processes.
  • Be interested in opportunities and new challenges including leadership development.

As a key frontline member of the CCSES, the postdoctoral researcher will be at the centre of a nationwide network of post-secondary researchers with the shared goal of improving equity in science education. They will enhance their own research expertise, and develop leadership, project management, and organizational skills that will be an asset to them in their future careers, within or outside of academia.

The researcher will be hired at one of the four CCSES institutions (University of British Columbia - Vancouver, University of Calgary, York University, or University of Toronto - Scarborough), but will work collaboratively with the core research team (including faculty members from biology, chemistry, and physics departments) and report directly to consortium co-directors Drs. Jared Stang (University of Calgary) and Jaclyn Stewart (University of British Columbia). This position is a 50% appointment.

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the Canadian Human Rights Act or B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.

To apply, please submit as a single pdf file the following:

  • A one-page letter of interest, addressing how your prior research experience will contribute to this project and how this project fits into your career goals.
  • A curriculum vitae (CV) including an up-to-date list of publications.
  • A two-page research statement.
  • References do not need to be included and will be requested for short-listed candidates.

Deadline for applications is May 31st, 2022. Anticipated start date is July 1, 2022. Start date is negotiable.

The initial appointment is for one year with possibility of renewal annually for up to three years.

Applications may be sent to Dr. Jaclyn Stewart at jstewart@chem.ubc.ca.


Thursday, May 5, 2022

Lecturer - University of British Columbia (Canada)

https://phas.ubc.ca/lecturer-2022-05-04

The University of British Columbia invites applications for a full-time Lecturer position in the Department of Physics & Astronomy on the Vancouver campus. Such positions typically involve teaching the equivalent of five undergraduate courses per year and some administrative duties, and have expectations of renewal upon satisfactory performance. A significant fraction of the responsibilities of this position will be instructing in the Science One program, see https://scienceone.ubc.ca/

For more details on the position of Lecturer, please see https://www.facultyassociation.ubc.ca/members/lecturers/. UBC Physics and Astronomy ranks among the top departments in North America, with a strong record of excellence in research, and in graduate and undergraduate teaching.

The Department will consider applicants with experience teaching in a post-secondary setting. A PhD in Physics, Astronomy, or a related field is strongly preferred, although exceptional candidates with an MSc may be considered. These positions will be supported by and encouraged to contribute to the department’s initiatives in Discipline Based Education Research.

Candidates are requested to submit online applications at: https://academicjobsonline.org/ajo/jobs/21720 which should include a curriculum vita, a statement of teaching philosophy and interests, evidence of content area expertise and teaching effectiveness (such as student and/or peer evaluations), and experience with emerging technologies in teaching and learning as well as three reference letters. Candidates are particularly encouraged to highlight previous experience in fostering the education of students from diverse backgrounds.

Questions regarding the position or application process should be directed to Derek Gagnier, hr=At=phas.ubc.ca.

The screening of applications will begin May 23, 2022 and continue until the positions are filled. The preferred start date is July 1, 2022.