Friday, March 27, 2020

Science Education Postdoc, Dept of Chemistry, University of Utah

Research Associate Position in Science Education in the Department of Chemistry at the University of Utah

A research associate position is available at the University of Utah in the Department of Chemistry. This position is a full-time, 12-month position, with the potential to extend 4 years, assuming excellent annual performance-based reviews. The research associate will work on several assessment projects concerning evidence-based inclusive teaching and student learning and retention in STEM.
Description of Position Responsibilities
A key responsibility will be to join a team of researchers, practitioners, and faculty developers engaged in a multi-institutional NSF-funded grant with the goal of developing online and in-person programming that will improve current and future STEM faculty awareness of, confidence in, and ability to create inclusive learning environments. The team itself practices inclusive group processes and strives to be a social justice organization.
The primary responsibility of the research associate under this NSF grant is to conduct quantitative and qualitative research on the outcomes of participants engaged in the online and the in-person programming. This will entail extensive literature review, development and validation of instruments, and the implementation of instruments and subsequent data analysis. It will also entail developing protocols for and conducting focus groups, followed by thematic qualitative analysis. This work will be performed under the mentorship and supervision of a sub-group of expert education researchers that are part of the grant team.
A second major component of this position is to work as part of the Frey research group to design and implement evaluation studies on student learning in collaboration with STEM faculty and the Center for Science and Math Excellence (CSME) at the University of Utah. In addition, the research associate will be responsible for extracting, managing, and analyzing complex data sets from education research projects conducted in the Frey group, and will help to mentor graduate and undergraduate students learn and use the skills required for this type of qualitative and quantitative research in STEM education.
Start Date
The targeted start date is flexible between June 30 and August 31, 2020.
Candidate Requirements
The successful candidate will have a PhD in a science field (biology, chemistry, physics, or psychology are preferred) and have demonstrated experience in conducting quantitative studies in undergraduate education research. In addition, knowledge of and experience in the area of diversity, equity, and inclusion is preferred. To be considered, applicants must be strongly committed to undergraduate STEM education and improving inclusion and equity in the STEM classroom. Applicants must have the skills for and interest in working collaboratively with a wide range of people in higher education.

Required Qualifications
  • PhD in a science field (biology, chemistry, physics, or psychology preferred)
  • Experience in quantitative research in undergraduate chemistry/physics/biology education or quantitative research on student learning
  • The ability to apply appropriate statistical techniques to a range of experimental, quasi-experimental and correlational research designs. Experience with applying general linear models, factor-analysis techniques, uni-variate and multi-variate techniques, and multi-level models to complex data sets is necessary.
  • A record of accomplishment in coordination and quality-control of large data sets and analyses of research data, with demonstrable knowledge of evaluative research methods, and strong command of statistical analysis and statistical software, such as R or SPSS.
  • Excellent data-management and organizational skills, including attention to detail and sensitivity to data quality.
  • Excellent organizational skills, including the ability to coordinate and manage multiple simultaneous projects.
  • Excellent written and oral communication skills, including the ability to interact with research personnel at various levels (faculty, staff, and undergraduate and graduate students).
  • The ability to work both independently and collaboratively with the multi-institutional NSF-grant team, the Frey research group, CSME, and with faculty and staff from other academic departments and centers.
Application Information
Applicants should send a cover letter, curriculum vitae, and a list of the names and email addresses of 3 references. Review of applications will begin on 04/20/20 and will continue until position is filled.

The salary is negotiable depending on relevant experience and qualifications. Women and minorities are strongly encouraged to apply. University of Utah is an equal opportunity / affirmative action employer.

Email application material to Regina Frey (Ron and Eileen Ragsdale Endowed Chair in Chemical Education and professor of chemistry, University of Utah) at

Wednesday, March 18, 2020

Assistant Director, Faculty Development Program, The University of Rhode Island
Posting Number SF00935
Job Title Assistant Director, Faculty Development Program
Position Number 108127
FTE 1.00
FLSA Exempt
Position Type Professional Staff
Union PSA/NEA - Professional Staff Assoc
Pay Grade Level 14
Pay Grade Range $67,313 - $102,995
Status Calendar Year, Full-time, Permanent
Department Provost for Academic Affairs
Job Description Summary APPLICATION DEADLINE: The search will remain open until the position has been filled. First consideration will be given to applications received by March 27, 2020. Second consideration may be given to applications received by April 17, 2020. Applications received subsequent to second consideration date (April 17, 2020) may not be given full consideration.

Direct the Office of Faculty Development. Provide the vision and leadership for the Office and supervise all staff. Provide leadership to engage members of the university faculty to advance excellence in teaching and learning by designing and offering a combination of workshops, seminars, and consultations. Develop, administer, and assess the impact of the University’s Faculty Development Program. Provide expertise in the scholarship of teaching and learning to help faculty members identify a range of evidence-based practices that are appropriate for their specific teaching contexts. Design and implement programs to assist faculty members in collecting and analyzing direct and indirect measures of student learning for the purpose of improving course design and instructional techniques. Collaborate with the Director and other staff in the Office of Advancement of Teaching and Learning (ATL) in strategic planning efforts and in the design of appropriate assessment methods for those efforts.

Provide leadership in strategic planning for the Faculty Development Program including conducting needs assessments when appropriate.
Serve as project manager for special faculty development initiatives (e.g. active learning, gateway courses, diversity and inclusion initiatives, general education).
Design protocols for consultations with individuals, faculty groups, and academic units about teaching and learning concerns including protocols for conducting classroom observations, collecting midterm student feedback, facilitating focus groups, and surveying current or former students.
Supervise the design, advertising, conduct, and evaluation of workshops, seminars, and other events for faculty members and other relevant campus stakeholders.
Supervise the design and implementation of initiatives that support faculty participation in the Scholarship of Teaching and Learning.
In conjunction with the Director, evaluate the effectiveness of the Faculty Development Program.
Support effective implementation and use of course evaluation system across the University by designing and delivering consultations, workshops and online resources for individuals, departments, and colleges.
Supervise the ATL database that enables event planning, faculty outreach, participation tracking, certificates of completion, and end of year reporting across all relevant ATL units.
Provide supervision for the faculty development specialist, including ensuring professional development for this position.
Write, and help others to write, grant proposals for external funding of special instructional improvement initiatives.
Create, find, and disseminate resources related to university teaching and learning.
In collaboration with the other offices in ATL and with the Faculty Development specialist, oversee the design and maintenance of the faculty development website.
Provide leadership, expertise and consultation with various university-wide committees on teaching-related issues.
In conjunction with the Director, ensure budgeting aligns with funding source requirements.
Engage in active research to stay current with trends in Faculty Development.
Participate in conferences/conventions through attendance or facilitation of workshops to represent the Center and University.
Work closely with the entire Office for the Advancement of Teaching and Learning, including the Offices of Online Education and Student Learning, Outcomes Assessment, and Accreditation to assist in efforts to integrate technology and student learning outcomes assessment into teaching and learning.

Perform other duties as required.

Personal computer and printers; word processing, database management, spreadsheet and presentation software, learning management systems and classroom technology.
Required Qualifications REQUIRED:
1. Ph.D., Ed.D or terminal degree with a minimum of two years of post-secondary teaching experience at the time of appointment.
2. Demonstrated experience in providing leadership to faculty development programs or projects.
3. Demonstrated experience in strategic planning.
4. Demonstrated experience in needs assessment and program assessment.
5. Minimum four years of faculty development experience.
6. Demonstrated experience consulting with post-secondary faculty about teaching and learning issues.
7. Demonstrated experience in developing and conducting workshops on post-secondary teaching and learning.
8. Demonstrated knowledge of educational psychology and learning theory.
9. Demonstrated knowledge of evaluation and instructional methodology.
10. Demonstrated experience in quantitative or qualitative research.
11. Demonstrated ability to work with diverse groups/populations.
12. Demonstrated strong interpersonal and verbal communication skills.
13. Demonstrated proficiency in written communication skills.
14. Demonstrated supervisory experience.
Preferred Qualifications PREFERRED:
1. Ph.D. in a STEM field with a minimum of two years of post-secondary teaching experience in a STEM field.
2. Demonstrated faculty development experience in STEM.
3. Demonstrated experience managing complex data sets (e.g. relational data bases, statistical programs, and/or qualitative data analysis systems).
4. Demonstrated experience in grant writing.

Environmental Conditions This position is not substantially exposed to adverse environmental conditions.

Posting Date 03/06/2020
Closing Date

Special Instructions to Applicants Please attach the following 3 (PDF) documents to your online Employment Application:
(#1) Cover letter.
(#2) Resume.
(#3) “Other Document” – names and contact information of three professional references.

Tuesday, March 10, 2020

Two DBER Postdocs, University of Nebraska-Lincoln / University of Virginia (physics background eligible)

Two Postdoctoral Research Associate Positions in Undergraduate STEM Education Research 

The University of Nebraska-Lincoln (UNL) and the University of Virginia seek applicants for two postdoctoral research associate positions in discipline-based education research. The associates will be involved in a multi-institutional project supported by a grant from the National Science Foundation. The project aims to enhance the experience of students in STEM courses by investigating the instructional relationships among faculty within STEM departments. 

Responsibilities associated with this position include:
·         interviewing STEM faculty on topics related to their instructional practices
·         analyzing interview transcripts
·         presenting findings orally and in writing
·         collaborating with the larger researcher team
·         providing logistical support for project coordination and reporting
The associates will be mentored by Brian Couch from the School of Biological Sciences at the University of Nebraska or Marilyne Stains from the Department of Chemistry at the University of Virginia. Each mentor/mentee pair will lead a specific project related to the grant; however, projects across the two campuses will be complementary, and it is expected that the two associates will work closely together.

QUALIFICATION REQUIREMENTS: Applicants must have completed a doctoral degree focused on STEM education or a STEM field by the start of the appointment.  Preferred applicants will have demonstrated interest in education research, interactive teaching, faculty development, and qualitative research.  The successful candidates will have excellent written communication skills evidenced through a record of scholarly publications and the ability to coordinate and manage projects with multiple data sources.

Initial appointment is for one year with the expectation of renewal.  

APPLICATION PROCEDURE:  Applications should include (1) a one-page cover letter, (2) a one-page summary of the applicant’s educational research interests, and (3) a curriculum vitae and (4) make preparations for three references to send letters of support upon request. 
Applicants with a life sciences background will be advised by Brian Couch and will be an employee at the University of Nebraska and should send their materials to
Applicants with other STEM backgrounds, especially chemistry or physics, will be advised by Marilyne Stains and will be an employee at the University of Virginia and should submit their materials online at
APPLICATION DEADLINE: Review of applications will begin on March 20, 2020, but the position will remain open until filled.  The start date is flexible.

University of Nebraska Statement:
The University of Nebraska-Lincoln is an equal action employer.  Women, minorities, veterans, and disabled persons are encouraged to apply.

University of Virginia Statement:
For questions regarding this position, please contact Marilyne Stains, Associate Professor, at (434) 923-6430 or

 For questions about the application process, please contact Richard Haverstrom, Faculty Search Advisor, at

 For more information on the benefits available to postdoctoral associates at UVA, visit and .

The University of Virginia, including the UVA Health System which represents the UVA Medical Center, Schools of Medicine and Nursing, UVA Physician’s Group and the Claude Moore Health Sciences Library, are fundamentally committed to the diversity of our faculty and staff.  We believe diversity is excellence expressing itself through every person's perspectives and lived experiences.  We are equal opportunity and affirmative action employers. All qualified applicants will receive consideration for employment without regard to age, color, disability, gender identity or expression, marital status, national or ethnic origin, political affiliation, race, religion, sex (including pregnancy), sexual orientation, veteran status, and family medical or genetic information.

Friday, March 6, 2020

Post-doctoral position to support transformation of teaching evaluation at University of Colorado Boulder

The Teaching Quality Framework project is hiring for a full-time postdoctoral level position to help lead an innovative approach to teaching evaluation at the University of Colorado Boulder. The ideal candidate will have some engineering or engineering education experience, but we are open to those with other STEM discipline/education experience. Details below and application here:

The Teaching Quality Framework project takes a systematic and research-based approach to transformation in education, particularly focusing on the deployment of scholarly evaluation tools and processes we use in teaching evaluation. It is part of a broader effort that seeks to improve undergraduate education at the University of Colorado Boulder (CU), through collective learning and cultural change at the departmental and institutional levels, that is being coordinated through our Center for STEM Learning (CSL). Eighteen departments / units across three colleges are currently engaged in this process and the project is expanding to work with all departments in the College of Engineering & Applied Science (CEAS). While this position will largely be focused on supporting the engagement of CEAS departments, the successful candidate will collaborate with a broad group of engaging and nationally renowned faculty, post-docs, and graduate students across multiple STEM and non-STEM departments at CU. There will also be some opportunities for dissemination through research and publication.

This is an initial 12-month appointment with an ideal start date of June 15, 2020 (flexible) which is potentially renewable, pursuant to university policies and funding. The salary will be competitive and commensurate with experience, and includes benefits as established by the university HR department. The successful candidate will collaborate with a broad group of engaging and nationally renowned faculty, post-docs, and graduate students across multiple departments at CU, with a particular focus on departments within CEAS.

As a facilitator, the postdoc will actively support departmental change through facilitation of departmental working groups that seek to identify scholarly measures of teaching effectiveness. Additionally, the postdoc will partner with faculty professional development experts in facilitating efforts as well as institutionalizing and scaling the process for improved teaching evaluation.

Our goal is to begin reviewing applications April 13, 2020, and we will continue to review applications until the position is filled. We anticipate conducting Zoom interviews with top candidates starting the week of April 27, 2020. Letters of reference will be requested at this time, to be submitted by May 11, 2020.

The leads on the project team consist of Noah Finkelstein, Sarah Andrews, Alanna Pawlak, Dena Rezaei, and Mark Gammon.  Please share this post broadly with your colleagues and don't hesitate to contact Noah Finkelstein ( or Sarah Andrews ( with any questions. 

Tuesday, March 3, 2020

Two Lecturers, University of British Columbia, Canada

The University of British Columbia invites applications for up to 2 full-time Lecturer positions in the Department of Physics & Astronomy on the Vancouver campus. Such positions typically involve teaching five undergraduate courses and some administrative duties, and have expectations of renewal upon satisfactory performance. One of the positions will include a leadership role in our undergraduate teaching labs. For more details on the position of Lecturer, please see 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.

See the posting here.