Assistant Teaching Professor for the Mathematical Biology Curriculum, UCLA

 As an emerging Hispanic Serving Institution, and building on a decade of hiring faculty who are committed to supporting the success of the diverse undergraduate student population at the University of California, Los Angeles (UCLA), the Division of Life Sciences, Department of Integrated Biology & Physiology Department, and the Life Science Education Department invites applicants for an Assistant Teaching Professor. An Assistant Teaching Professor is a full-time faculty position with potential for promotion to Associate Teaching Professor, which is equivalent to tenure, and is a full member of the Academic Senate. The Division of Life Sciences is deeply committed to building a community of scholars in education, and is currently conducting three separate searches for Assistant Teaching Professors. 

 

Teaching Professors’ expertise and responsibilities center on undergraduate education, and the scholarly analysis and improvement of pedagogy. The successful candidate will employ and conduct research on inclusive, evidence-based, innovative teaching practices, and will effectively educate and support diverse student populations. They will also engage with graduate students and faculty on pedagogical innovation. The candidate for this position should have expertise in Mathematical Biology, Mathematics, or Mathematics Education. 

 

Over the past 10 years, UCLA has developed a revolutionary approach to teaching mathematics to life science students. This two-quarter course is called Mathematics for Life Scientists (LIFESCI 30) and is based on the text Modeling Life. LIFESCI 30, which heavily incorporates active and inclusive teaching practices, has been shown to improve student interest and self-efficacy in Mathematics, performance in future STEM classes, and retention in STEM. The candidate’s primary teaching responsibility will be teaching this class, and will also include opportunities to develop an upper-division course applying Mathematics in Biology. 

 

Diversity, equity and inclusion are central to the mission of excellence in the Life Science Division at UCLA, and we are committed to creating and fostering an environment in which all of our researchers, students, staff, and faculty experience a sense of belonging and thrive. We strongly encourage applications from individuals from underrepresented racial and ethnic groups, and other individuals who are underrepresented in the field, across color, creed, race, ethnic and national origin, physical ability, gender and sexual identity, or any other legally protected basis. UCLA offers a diverse campus community and is a leader in advancing strategies to diversify its faculty. This includes recent initiatives such as the Mentor Professor Initiative, Rising to the Challenge, Hispanic-Serving Institution initiative, and Native American/Pacific Islander Bruins Rising. UCLA has programs to assist in partner employment, childcare, schooling, and other family concerns. For additional information, visit the UCLA Academic Personnel Office website. The Integrative Biology and Physiology (IBP) and LS Core Education Departments are committed to addressing the family needs of employees, including dual career couples and single parents. We also welcome applications from candidates who have followed non-traditional career paths.

 

Qualified applicants must have the following to be considered for the position: 

1. a Ph.D. in a Mathematical or Life Science discipline, with a background in mathematics, math education, mathematical modeling, or dynamical systems.
2. Experience in teaching undergraduates
3. Foundational knowledge of evidenced-based teaching practices and pedagogical innovation,
4. The ability to teach mathematical modeling and linear algebra in the Mathematics for Life Science Curriculum. 

 

Salary is commensurate with qualifications and based on University of California pay scales. The posted UC salary scales set the minimum pay determined by rank and/or step at appointment. The salary range for this position is $74,600-$97,200. "Off-scale salaries" and other components of pay, i.e., a salary that is higher than the published system-wide salary at the designated rank and step, are offered when necessary to meet competitive conditions. See campus compensation page for additional information.

 

Review of applications will begin September 26, 2024 and will continue until the position is filled. To ensure consideration, applications must be submitted by October 31, 2024.

 

To Apply: Candidates should submit:

1. a cover letter, a curriculum vitae (including a list of publications, courses taught, and professional development activities)
2. Statements focused on each of the following three topics: teaching, research, and contributions to diversity.  Note: The research statement should focus on their vision for scholarly activity in education and how they can leverage their previous experience to advance discipline-based educational research.
3. Contact information for three referees who can speak to the candidate's qualifications for the position.
4. In addition, candidates may submit up to three unpublished items documenting their accomplishments in teaching (e.g., instructional materials developed by the candidate, summaries of student evaluations, links to on-line instructional videos, etc.).

 

Each of the three statements can be up to two pages in length and should summarize the candidate's prior accomplishments and future plans.

 

All materials should be submitted to this website.

 

Questions about this position can be addressed to Beth Lazazzera (bethl@microbio.ucla.edu).

PER Postdoc, University of Connecticut

 Job posting:

Search #: 498661
Work type: Full-time
Location: Avery Point Campus
Categories: Postdoctoral Research Associates

JOB SUMMARY

The Physics Department of the University of Connecticut invites applications for a postdoctoral research associate position in the area of Physics Education Research. The research is focused on exploring the experiences of disabled physics graduate students and faculty members using mixed methods. The Barriers and Solutions for Physics Graduate Students and Faculty with Disabilities in Training and Workplace Settings (DISMANTLE) project is composed of three strands: 

1. Development: What are the barriers and solutions experienced by disabled physics graduate students and faculty in informal settings? 
2. Surveying the community: What are the views of physics faculty and members of the broader physics communities about disability in the physics workplace and training setting?
3. Lived experiences of disabled graduate students and faculty: What are the barriers and solutions that affect disabled physics graduate students and faculty in informal settings?

DUTIES AND RESPONSIBILITIES

The postdoctoral research associate’s work will be focused on the second strand (surveying the community). The postdoctoral scholar will have the opportunity to take a lead role in the study design, execution, and dissemination. 

The postdoctoral research associate will (a) participate as a team member of the DISMANTLE team (NSF EES 2348210, EES 2348211, EES 2348212), (b) support dissemination of project activities and results (e.g., conference presentations, journal articles, policy briefs, infographics), (c) coordinate data collection (e.g., scheduling, data entry, coordinate data), (d) conduct advanced statistical modeling and analyses using latent variable modeling, Item Response Theory, and Bayesian approaches under the guidance and supervision of project PIs, and (e) supervise student workers. In addition, this person will also have the capacity to pursue, secure, and manage additional external funding opportunities consistent with this position's focus.

The postdoctoral research associate will work under the direct supervision of Dr. Erin Scanlon (UConn-Avery Point) and will collaborate with a larger research team at the University of Wisconsin-Madison (Drs. Allison Lombardi, Graham Rifenbark, Carlyn Mueller) and University of Illinois-Urbana Champaign (Dr. Emily Tarconish). The candidate will be stationed at UConn’s Avery Point campus.

MINIMUM QUALIFICATIONS

1. Ph.D. in physics, disability studies, education psychology, special education, and/or related disciplines.
2. At least 1 year of experience as a quantitative data analyst or related experience.
3. At least 1 year of experience working on survey research projects.

PREFERRED QUALIFICATIONS

1. Expertise with quantitative research and survey methods, disability studies, and/or personal experience with disability.
2. Previous experience with federally funded postsecondary education research focused on disability studies.
3. Previous experience conducting statistical analyses with latent variable modeling, Item Response Theory, and Bayesian methods.
4. Previous experience as a methodologist designing research studies.
5. Previous experience with data storage and management procedures.
6. Demonstrated experience working independently and as a member of a research team that may include teachers and administrators.
7. Familiarity with R, Mplus, and/or other statistical software programs.
8. Familiarity with video editing and/or graphical displays to enhance research presentations and dissemination.
9. Evidence of a record of publications in peer-reviewed journals related to physics education research, disability studies, and quantitative research methods.

APPOINTMENT TERMS

The appointment is for one year, renewable for an additional one year contingent upon satisfactory performance, mutual agreement, and funding.

Other rights and terms and conditions of your appointment are contained in the collective bargaining agreement between the University of Connecticut and the International Union, United Automobile, Aerospace, and Agricultural Implement Workers of America (UAW), Local 6950. 

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 at https://hr.uconn.edu/jobs, Staff Positions, Search #498661 to upload a resume, CV, cover letter explaining their research experience and interests, and three (3) letters of recommendation. For additional information about the position please contact Erin Scanlon (erin.scanlon@uconn.edu). 

This job posting is scheduled to be removed at 11:55 p.m. Eastern time on November 17, 2024. 

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.

All members of the University of Connecticut are expected to exhibit appreciation of, and contribute to, an inclusive, respectful, and diverse environment for the University community.

The University of Connecticut aspires to create a community built on collaboration and belonging and has actively sought to create an inclusive culture within the workforce. The success of the University is dependent on the willingness of our diverse employee and student populations to share their rich perspectives and backgrounds in a respectful manner. This makes it essential for each member of our community to feel secure and welcomed and to thoroughly understand and believe that their ideas are respected by all. We strongly respect each individual employee’s unique experiences and perspectives and encourage all members of the community to do the same. All applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

The University of Connecticut is an AA/EEO Employer.

Advertised: 

Sep 13 2024 

Eastern Daylight Time
Applications close: 

Nov 17 2024 

Eastern Standard Time

NTT Academic Professional Faculty, Georgia Tech, Atlanta

 

Open Rank, Non-Tenure Track Academic Professional or Sr. Academic Professional Faculty Position in the School of Physics – Job ID 276932

 

Job Summary

 

The School of Physics (https://physics.gatech.edu/) at the Georgia Institute of Technology in Atlanta, Georgia invites applications for an open rank, non-tenure track Academic Professional or Sr. Academic Professional faculty position in Physics. Applicants will be considered at all ranks. This position involves student advising, mentoring, or other student success activities and demonstrated competence in introductory astronomy/astrophysics instruction (at the calculus-based level). The successful candidate will join a team of 52 faculty (eight are non-tenure track) with broad research interests, including physics education, and will be a member of the Center for Relativistic Astrophysics. The School of Physics is planning to launch a new undergraduate major in Astrophysics in Fall 2025, and the successful candidate will be instrumental in implementing and developing this exciting new program. In addition, ideal candidates will have experience with observational techniques and outreach activities using small optical telescopes. Candidates are expected to demonstrate an exceptional commitment to the teaching and mentoring of students.

 

Georgia Tech prides itself on its technological resources, collaborations, high-quality student body, and its commitment to building an outstanding and diverse community of learning, discovery, and creation. We strongly encourage applicants whose values align with our institutional values, as outlined in our Strategic Plan. These values include academic excellence, diversity of thought and experience, inquiry and innovation, collaboration and community, and ethical behavior and stewardship. Georgia Tech has policies to promote a healthy work-life balance and is aware that attracting faculty may require meeting the needs of two careers.

 

 

Job Responsibilities

 

The primary responsibilities for this position will be:

 

·        Teach three courses per year and contribute to curriculum development,

·        Advise undergraduate students pursuing degrees in physics and/or astrophysics,

·        Manage and oversee the operation of the rooftop observatory, including initiating activities to enhance and upgrade observatory facilities as needed.

·        Develop and implement a sustained public outreach effort that makes use of the rooftop observatory and other School and Institute resources.

·        The successful candidate may also teach upper-level laboratories and TA (Teaching Assistant) development courses depending on their expertise and curricular needs.

 

Location

Atlanta, Georgia

 

Minimum and Preferred Qualifications

 

This position vacancy is an open rank announcement.  The final job offer will be dependent on candidate qualifications in alignment with Non-tenure Track Academic Faculty ranks as outlined in section 3.2.2 of the Georgia Tech Faculty Handbook: https://www.policylibrary.gatech.edu/faculty-handbook/3.2.2-non-tenure-track-academic-faculty-members-hiring-and-promotion-guidelines.

 

Minimum Education / Experience Qualifications

For all ranks, a PhD in Astronomy, Physics, or related field is required.

 

Rank of Academic Professional

Significant related experience or promotion from the rank of Associate Academic Professional (or equivalent title)

Quality of performance and potential development must be recognized by peers

 

Rank of Senior Academic Professional

Evidence of superior performance in the chosen field

Recognition by peers (whether national, regional, or local)

Successful and measurable related experience

Five (5) years or more as an Academic Professional (or equivalent title)

 

Preferred Qualifications

 

Ideal candidates will have experience in student advising, mentoring, or other student success activities and demonstrated competence in introductory astronomy/astrophysics instruction (at the calculus-based level). In addition, ideal candidates will have experience with observational techniques and outreach activities using small optical telescopes.

 

Student Success Criteria  

1.     The ability to teach and mentor a diverse student body

2.     The ability to promote an inclusive and welcoming educational/work environment 

3.     The ability to mentor and assist students interested in pursuing graduate education 

4.     The ability to design and teach curricula that are responsive to a diverse student body 

5.     The ability to adopt teaching strategies that support the learning and success of all students

6.     The ability to engage students in experiential learning activities and pedagogy that support student success

7.     The ability to engage in high-impact practices that support deep learning for student success 

8.     Has expertise in teaching, scholarship, and/or service that contributes to access, diversity, and equal opportunity in higher education 

 

Application Requirements  

 

Applicants should submit a letter of application, curriculum vitae, a statement of teaching, outreach and advising philosophy, a summary of teaching and outreach experiences, a sample course syllabus or a portfolio of teaching products. The applicants should also include the references’ names and contact information in the application packet. 

 

In addition, applicants should arrange for at least three confidential reference letters to be submitted on the candidate's behalf directly to phys-apfacultysearch@gatech.edu.

 

Application materials should be submitted as .PDF files only via https://hr.gatech.edu/careers. Please search for Job ID 276932

 

 

 

 

Contact Information

 

Requests for information may be directed to Dr. David Ballantyne by email to

phys-apfacultysearch@gatech.edu. Applications will be considered beginning December 31, 2024, but the search will continue until the positions are filled.

 

The candidate of choice will be required to pass a pre-employment background screening. http://policylibrary.gatech.edu/employment/pre-employment-screening.

 

 

 About Georgia Tech  

 

Georgia Tech is a top-ranked public research university situated in the heart of Atlanta, a diverse and vibrant city with numerous economic and cultural strengths. The Institute serves more than 45,000 students through top-ranked undergraduate, graduate, and executive programs in engineering, computing, science, business, design, and liberal arts. Georgia Tech’s faculty attracted more than $1.4 billion in research awards this past year in fields ranging from biomedical technology to artificial intelligence, energy, sustainability, semiconductors, neuroscience, and national security. Georgia Tech ranks among the nation’s top 20 universities for research and development spending and No. 1 among institutions without a medical school. 

 

Georgia Tech’s Mission and Values  

 

Georgia Tech’s mission is to develop leaders who advance technology and improve the human condition. The Institute has nine key values that are foundational to everything we do: 

 

·       Students are our top priority. 

·       We strive for excellence. 

·       We thrive on diversity. 

·       We celebrate collaboration. 

·       We champion innovation. 

·       We safeguard freedom of inquiry and expression. 

·       We nurture the wellbeing of our community. 

·       We act ethically. 

·       We are responsible stewards. 

 

Over the next decade, Georgia Tech will become an example of inclusive innovation, a leading technological research university of unmatched scale, relentlessly committed to serving the public good; breaking new ground in addressing the biggest local, national, and global challenges and opportunities of our time; making technology broadly accessible; and developing exceptional, principled leaders from all backgrounds ready to produce novel ideas and create solutions with real human impact. 

 

About the School of Physics at the Georgia Institute of Technology  

 

The School of Physics at Georgia Tech currently has 52 faculty (eight are non-tenure track), and its graduate program is ranked 21st in the nation by US News and World Report. The School has a broad research program with strengths in astrophysics, condensed matter, atomic, molecular and optical physics, physics of living systems, nonlinear science and soft matter physics. The School is also a key player in interdisciplinary initiatives established within Georgia Tech, such as quantum systems, neuroscience, microbial dynamics, planetary sciences, and data science/machine learning. Its diverse student body comprises more than 130 graduate students and 300 undergraduate Physics majors.

 

USG Core Values Statement 

The University System of Georgia is comprised of our 26 institutions of higher education and learning as well as the System Office. Our USG Statement of Core Values are Integrity, Excellence, Accountability, and Respect. These values serve as the foundation for all that we do as an organization, and each USG community member is responsible for demonstrating and upholding these standards. More details on the USG Statement of Core Values and Code of Conduct are available in USG Board Policy 8.2.18.1.2 and can be found on-line at https://www.usg.edu/policymanual/section8/C224/#p8.2.18_personnel_conduct.

 

Additionally, USG supports Freedom of Expression as stated in Board Policy 6.5 Freedom of Expression and Academic Freedom found on-line at https://www.usg.edu/policymanual/section6/C2653. 

 

Equal Employment Opportunity  

 

The Georgia Institute of Technology (Georgia Tech) is an Equal Employment Opportunity Employer. The University is committed to maintaining a fair and respectful environment for all. To that end, and in accordance with federal and state law, Board of Regents policy, and University policy, Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services.  Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities.

 

Georgia Tech prohibits discrimination, including discriminatory harassment, on the basis of race, ethnicity, ancestry, color, religion, sex (including pregnancy), sexual orientation, gender identity, gender expression, national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions.  This prohibition applies to faculty, staff, students, and all other members of the Georgia Tech community, including affiliates, invitees, and guests. Further, Georgia Tech prohibits citizenship status, immigration status, and national origin discrimination in hiring, firing, and recruitment, except where such restrictions are required in order to comply with law, regulation, executive order, or Attorney General directive, or where they are required by Federal, State, or local government contract.

 

More information on these policies can be found here: https://www.usg.edu/policymanual/section6/c2714  Board of Regents Policy Manual | University System of Georgia (usg.edu).

NTT Assistant Teaching Professor, University of New England, ME

 https://une.peopleadmin.com/postings/20161

Position Information

Position Type Faculty

Faculty Track Non Tenure

Position Title Assistant Teaching Professor, Physics

Employment Status Full Time

Months 9

Campus Biddeford, ME

Description

The School of Molecular and Physical Sciences (SMAPS) in the College of Arts and Sciences (CAS) at the University of New England (UNE) invites applications for a non-tenure track Assistant Teaching Professor in physics, starting in either January or August 2025. The successful candidate will join a collegial, engaged team of faculty and professional staff in a school offering programs in Biochemistry, Biophysics, Chemistry, and Laboratory Science.

Review of applications will begin September 23, 2024. For full consideration, applications must be received no later than October 15, 2024. To apply for this position, please submit the following materials:

Cover letter

Curriculum vitae

A statement of teaching interests and philosophy (up to 2 pages).

Names and contact information for three professional references.

For more information please visit the School website at

https://www.une.edu/cas/schools/molecular-physical-sciences or contact the School Director, Dr. Amy Deveau at adeveau@une.edu.

UNE is a private, non-profit, comprehensive R2 university, with campuses in Portland and Biddeford, Maine and Tangier, Morocco. The College of Arts and Sciences is located on UNE’s waterfront Biddeford campus, with nearby city-based amenities in Portland (a 30-minute drive) and Boston (a 2-hour drive). UNE’s location in southern Maine affords easy access to forests, mountains, freshwater lakes, rocky coastlines, and sandy beaches. CAS, one of UNE’s six colleges, has a primary focus on undergraduate education.

UNE offers students a highly integrated learning experience that promotes excellence through interdisciplinary collaboration and innovation in education, research, and service. UNE’s excellence could not happen without a dedicated and talented faculty and professional staff. Our core values include but are not limited to Student Centeredness; Diversity, Equity, and Inclusion; and Relentless Inquiry. Visit https://www.une.edu/about/mission-vision-and-values to learn about our mission, vision, and core values.

UNE is a great place to work. We boast both a tight-knit community and access to a wide array of degree programs, research opportunities and cultural events. We have three distinct campuses that combine to offer students a range of different learning experiences. Our two Maine campuses house our nationally recognized undergraduate, graduate and professional programs, while our campus in Tangier, Morocco is home to an innovative semester abroad program. UNE is perennially included on “best colleges lists” by U.S. News & World Report, The Princeton Review, Forbes, and others. Portland is one of the nation’s most livable small cities with an incredible natural environment, friendly people, a wealth of arts and cultural institutions, and major medical facilities. Outside magazine named it as one of the “Greatest Places to Live in America”, and Bon Appetit selected Portland as the 2018 “Restaurant City of the Year”.

UNE also offers a generous comprehensive benefits package to eligible employees and their dependents. The package includes varied health and dental plans; a retirement plan that includes up to an 8% match; extensive paid leave including holidays, vacation, sick and personal time; and educational benefits for both employees and dependent children. Please visit the Human Resources Benefits site (https://www.une.edu/hr/benefits) for additional information regarding UNE’s fantastic benefits package.

Responsibilities

The school seeks candidates to teach in the two-semester undergraduate General Physics sequence, as well as additional courses in their area(s) of expertise as needed. The typical teaching load is the equivalent of 12 credits per semester. The successful candidate will demonstrate the capacity for excellence in teaching, and also engage in curriculum development and participate in academic advising, recruiting, course and program assessment, and service to the school, college and university.

The school provides instruction to many science majors and seeks to connect relevant physical and biological content to a foundation of physics concepts including mechanics, electricity, fluids and waves. The General Physics sequence uses modeling physics instruction with activities adapted and implemented for an “Introductory Physics for Life Sciences” (IPLS) approach.

Qualifications

A master’s degree in physics or a closely related field is required at the time of appointment; preference will be given to candidate with a Ph.D., or those with a combination of education and professional experience that provide commensurate qualifications.

Applicants with training in physics education research, guided inquiry techniques, and/or teaching introductory physics for life and health science majors are encouraged to apply, as are those who can contribute to the teaching of biophysics courses and/or training in experimental physics.

Individuals committed to teaching with inclusive pedagogies that promote active engagement to foster student learning are also encouraged to apply. We especially welcome applications from candidates with experience in diversity, equity, inclusion and justice issues in higher education.

EEO Statement Summary

Consistent with federal and state law and University policy, the University of New England is committed to the fundamental concept of equal opportunity for all of the members of the University community. The University prohibits, and will not tolerate, discrimination in employment, the provision of academic services or in any other area of University life based on race, color, sex, physical or mental disability, religion, age, ancestry, national origin, sexual orientation, gender identity and/or expression, ethnicity, genetic information, HIV status, or status as a veteran. Prohibited bias factors should not motivate decisions regarding students, employees, applicants for admission, applicants for employment, contractors, volunteers or participants in and/or users of institutional programs, services, and activities.

COVID Vaccination Statement (PLEASE NOTE)

Employees in clinical settings must meet the State of Maine’s immunization requirements for clinical activity.

Posting Detail Information

Posting Number 2022F0144P

Open Date 07/26/2024

Close Date

Open Until Filled No

Director of Interdisciplinary STEM Education, North Carolina State University

 https://jobs.ncsu.edu/postings/206217

Posting Number	PG193559EP
Internal Recruitment	No
Working Title	Director of Interdisciplinary STEM Education
Anticipated Hiring Range	Commensurate upon education and experience
Work Schedule	Monday-Friday, 8am - 5pm, Flexible work arrangements, including virtual/hybrid work locations, may be available.
Job Location	Raleigh, NC
Department	College of Sciences - Dean
About the Department	The College of Sciences (COS) is home to six departments: Physics, Chemistry, Mathematics, Statistics, Biological Sciences, and Marine Earth and Atmospheric Sciences. In addition there are several Centers focused on research and graduate student training (Bioinformatics Research Center, Center for Research in Scientific Computation), as well as strong outreach efforts, such as the Science House and strong partnership with the State Museum of Natural Sciences. The State Climate Office of North Carolina is also part of the college. The faculty, staff, and students of the College of Sciences are committed to excellence in research, teaching and learning, and public service. Our focus on multi-disciplinary collaboration builds a foundation of experience that well prepares students for the real world. Our undergraduates work alongside faculty and graduate students on research teams exploring some of today’s most exciting scientific challenges. The college provides instruction in the sciences to thousands of students enrolled in the many other colleges at NC State. The Dean’s Office is responsible for providing leadership, programs, and support for students and faculty within the college and across campus. Please visit our Sciences Strategic Plan and theSciences Culture Charter to learn more about the College of Sciences. NC State promotes an integrated approach to problem-solving that transforms lives and provides leadership for social, economic, and technological development across North Carolina and around the world. NC State’s land grant mission of teaching, research and service is dedicated to the service of North Carolina and its people. Applicants are encouraged to review the institution’s mission, vision and strategic plan, and consider how their background, interest and experience would enable them to support the university.
Essential Job Duties	The College of Sciences, in partnership with the Integrative Sciences Initiative (ISI), at NC State University is seeking a talented and innovative educator to join its faculty. The successful candidate will play a key role in developing integrative and interdisciplinary STEM courses within the ISI’s cross-disciplinary program in molecular sciences, leveraging creative pedagogical approaches and fostering a collaborative and student-centered learning environment. This hire will utilize opportunities provided by the forthcoming Integrative Sciences Building (ISB) to enable inquiry-based studies across disciplines. As a tenured or tenure-track faculty member (Open Rank), the successful candidate will have a strong commitment to both teaching and the scholarship of teaching and learning. Their scholarly activity might include areas such as interdisciplinary education, mentorship, and/or best practices for interdisciplinary and hands-on, laboratory-based coursework, and they will seek external funding to support these endeavors. A significant component of this position will be developing interdisciplinary curricula in collaboration with teams of faculty within the ISI. They will be expected to teach undergraduate courses associated with the Integrative Sciences Initiative and contribute to the development of innovative instructional methods, particularly as related to the initiative. The candidate will likely have a tenure home in one of the College of Science’s six academic departments as appropriate to their expertise. The ideal candidate will have a proven track record of successful teaching and discipline-based education research, with a preference for experience in integrative and interdisciplinary approaches to molecular STEM education. They will have demonstrated experience in training students using active learning and inquiry-based approaches. A commitment to creating a welcoming learning and mentoring environment is essential. The successful candidate will serve as a role model and mentor to new faculty and students, encouraging innovation and creativity in the field of STEM education at the college level. They will also work closely with existing faculty and ISI leadership to drive positive student outcomes and contribute to a culture that elevates the value of interdisciplinary teaching and learning. Professional faculty ranks are also encouraged to apply.
Other Responsibilities

Qualifications

Minimum Education and Experience	A PhD, or equivalent degree
Other Required Qualifications	Experience teaching in a STEM Field Teaching and research experience For Assistant Professor candidates, demonstrated potential for developing an externally funded program is required. For Associate or Full Professor candidates, a robust and externally funded research program with a strong publication record is required.
Preferred Qualifications	Working in interdisciplinary teams, Successful administrative and programmatic leadership experience Experience with managing reports and budgets
Required License(s) or Certification(s)	N/A
Valid NC Driver's License required	No
Commercial Driver's License required	No

Recruitment Dates and Special Instructions

Job Open Date	08/08/2024
Anticipated Close Date
Special Instructions to Applicants	In addition to your application, please submit the following: Cover letter Curriculum Vitae Contact Information for 3 references Brief teaching statement (~3 pages each) Brief research statement

Position Details

Position Number	00110942
Position Type	Tenured/Tenure-Track Faculty
Full Time Equivalent (FTE) (1.0 = 40 hours/week)	1.0
Appointment	9 Month Recurring
Mandatory Designation - Adverse Weather	Non Mandatory - Adverse Weather
Mandatory Designation - Emergency Events	Non Mandatory - Emergency Event
Department ID	170101 - College of Sciences - Dean
AA/EEO	NC State University is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, gender identity, age, sexual orientation, genetic information, status as an individual with a disability, or status as a protected veteran. Individuals with disabilities requiring disability-related accommodations in the application and interview process are welcome to contact 919-515-3148 to speak with a representative at the Office of Institutional Equity and Diversity. If you have general questions about the application process, you may contact Human Resources at (919) 515-2135 or workatncstate@ncsu.edu. Final candidates are subject to criminal & sex offender background checks. Some vacancies also require credit or motor vehicle checks. Degree(s) must be obtained prior to start date in order to meet qualifications and receive credit. NC State University participates in E-Verify. Federal law requires all employers to verify the identity and employment eligibility of all persons hired to work in the United States.