TT in Science Education at Iowa State

The Iowa State University School of Education is seeking applications for a full-time, nine-month, tenure track position in science education at the rank of Assistant Professor.

We seek a faculty member who will enrich the school's commitment to high quality teaching and scholarly inquiry into science education, teacher education, and STEM issues. The successful candidate will positively impact the broader community through research, teaching, outreach, and service.

Responsibilities
The successful candidate for this position will engage in high levels of research activity in science education − publishing research and scholarship, seeking external funding, and participating in professional organizations and conferences. The Assistant Professor will be involved in the ISU teacher education program, teach courses in science education at the undergraduate and graduate levels; advise masters and doctoral degree candidates; collaborate with faculty in the Center for Excellence in Science, Mathematics, and Engineering Education, collaborate with others across the School and the university; and participate in service and outreach activities.

Required Qualifications
Applicants must have:

• An earned doctorate in science education, or a closely related field, by the appointment start date
• PreK-12 science classroom teaching experience
• Demonstrated potential for research/scholarship productivity, including documentation of a research agenda or emerging line of research related to science education

Preferred Qualifications

• Additional years of successful PreK-12 teaching experience
• Successful teaching experience at the postsecondary level
• Evidence of successful involvement related to external research funding
• Experience/interest in cross-disciplinary STEM collaborations
• Demonstrated interest to work in partnership with schools and/or other collaborators

Iowa State University is classified as a Carnegie Foundation Doctoral/Research University-Extensive and, in living its land-grant mission to create, share, and apply knowledge, carries a Carnegie Community Engagement designation ( http://classifications.carnegiefoundation.org/descriptions/community_engagement.php). ISU is a member of the Association of American Universities (AAU). ISU is ranked by U.S. News and World Report as one of the top 50 public universities in the nation. Over 33,000 students are enrolled and are served by over 6,400 faculty and staff (See http://www.iastate.edu/about/). Ames, Iowa, is a progressive community of over 50,000 residents, located approximately 30 minutes north of Des Moines, and recently voted one of the best livable small cities in the nation (see www.amescvb.com). Centrally located with respect to several of the state's most demographically transitioning communities, ISU affords faculty access to culturally and linguistically diverse school and community environments for research, teaching, and extension and outreach commitments. School of Education faculty are actively engaged in research, teaching, and outreach activities that involve area schools, communities, education agencies, the Iowa Department of Education, as well as national and international collaborations. Please visit our web page ( http://www.education.iastate.edu/te/) for more information.

All offers of employment, oral and written, are contingent upon the university's verification of credentials and other information required by federal and state law, ISU policies/procedures, and may include the completion of a background check.

Application Process: All application materials must be submitted electronically at https://www.iastatejobs.com/. Once on the website, search by vacancy ID #131361. To apply for this position, please click on "Apply for this Vacancy" and complete the Employment Application. Please be prepared to enter or attach the following documents:
1) A Letter of Application addressing your qualifications for this position
2) A complete Curriculum Vita which includes current contact information
3) Contact information for three references (include name, mailing address, phone number and e-mail)
4) A scholarly manuscript that has been published, presented, or submitted -- Please attach as "Other Document(s)"

If you have questions regarding this vacancy, please contact Joanne K. Olson at jkolson@iastate.edu or call 515-294-3315.

TT at CSU-Fullerton

The department of Secondary Education at California State University Fullerton has created a tenure-track Science Education faculty position and is currently accepting applications from qualified candidates.  If you know someone who might be interested or who might work with doctoral candidates in science education, please share this link with them: http://diversity.fullerton.edu/jobs/ft/6425BR.asp

CSUF has several active faculty in science and math education, in the College of Education as well as the College of Natural Sciences and Mathematics, and there would be plenty of opportunities for collaboration!

Non-TT at University of Northern Iowa

The Science Education program at the University of Northern Iowa has an opening for a renewable term science instructor starting August 2014. The successful candidate will have a diverse background that will allow her/him to teach both our introductory life science course for elementary education majors and either our introductory physical science or earth and space science course. Opportunities may also exist to teach other courses within the science education program.

Information on UNI's Science Education program is available at http://www.science-ed.uni.edu/.

Applications received before January 6, 2014 will be given full consideration. For more details on position requirements or to apply, use our online application portal at https://jobs.uni.edu/faculty/view/50326. Inquiries may be sent to Dr. Jeffrey Morgan, Chair, Search Committee at jeff.morgan@uni.edu or by phone at (319) 273-2290.

UNI is an equal opportunity employer with a comprehensive plan for affirmative action.

Informal Science Ed postdoc at Univ of New Hampshire

Informal Science Education Postdoctoral Research Associate for 2014/2015

 

The SPIRALS program, Supporting and Promoting Rural and Indigenous Adolescents’ Learning of Science, at the University of New Hampshire (UNH) and funded by a National Science Foundation Informal Science Education (ISE) Award invites applications for a postdoctoral research associate in Informal Science Education and Adolescent Research. The position may be renewable for up to 2 years and may begin as early as May 2014.

 

SPIRALS is focused on the impacts of contextualization on science learning, motivation and attitudes toward science.  The project uses a systematic approach that incorporates mixed methods of data collection and analysis to examine how culture and community impact STEM learning.  The project team has a community-based participatory research orientation; therefore, local community group members provide expertise that contributes to the design of the curriculum and the research as well as the interpretation of the findings.  The project will contribute to what we know about how underserved and underrepresented youth engage in STEM learning in relation to their world views.

 

The postdoctoral research associate will be instrumental in creating and implementing a curriculum with a diverse group of community members to support community-based youth groups in New England explore a local sustainable practice.  In addition, the researcher will be responsible for implementing the project research plan.

 

Required and Preferred Qualifications

Required qualifications are:

·         a Ph.D. in science education or educational psychology;

·          a strong expertise in quantitative methodologies including multilevel modeling;

·         the abilities to prioritize tasks, to engage in long- and short-term planning,

·         and to handle a variety of demands simultaneously are critical.

 

The following attributes, experiences and knowledge are preferred:  

·         working directly with culturally diverse populations at many levels;

·          formal or informal teaching experience;

·         experience with databases, quantitative and qualitative analysis skills;

·         an understanding of adolescent development;

·         and knowledge of sustainability and systems thinking.

 

Candidates should be willing and able to work a flexible schedule, including occasional travel, weekends, and extend hours during periods of intense activity.  We seek self-motivated, creative individuals who have excellent interpersonal, written and public speaking skills, and who can work both independently and as part of a team effort.

 

Salary and Appointment

This Postdoctoral Research Associate position is full-timed, salaried, and benefited position at the University of New Hampshire.  The position is annually renewable, depending on performance and anticipated continuing grant funding.  Salary is competitive and commensurate with professional experience and qualifications of the candidate.  The University of New Hampshire offers a competitive benefits package.

 

Application Procedure

To apply for the SPIRALS Postdoctoral Research Associate position, please submit the following to the Lisa Wilder via email:  lisa.wilder@unh.edu:

1.      a letter of interest in the position, including your career goals (no more than two pages),

2.      a current curriculum vitae,

3.      statement of teaching and research philosophy (no more than 2 pages), and

4.      the names of three professional references, including current position, relationship to the applicant, and phone and email contact information.

 

Application Review Timeline

Review of applications will begin on January 15^th, 2014 and will continue until the position is filled.

 

Questions?

Questions about the position should be directed to the SPIRALS Principal Investigators:

Dr. Eleanor Abrams, Professor, Department of Education, Morrill Hall, University of New Hampshire, Durham, NH; email:  eleanor.abrams@unh.edu

Dr. Michael Middleton, Associate Professor, Department of Education, Morrill Hall, University of New Hampshire, Durham, NH; email:  michael.middleton@unh.edu

 

Please reference the NSF SPIRALS program in all communications.

 

The University of New Hampshire is an Equal Opportunity/Equal Access/Affirmative Action institution. The university seeks excellence through diversity among its administrators, faculty, staff, and students. The university prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, veteran status, or marital status. Application by members of all underrepresented groups is encouraged.  

PhET Postdoc at CU Boulder

The PhET Interactive Simulations Project at the University of Colorado Boulder has an opening for a Research Associate (postdoctoral researcher) position focusing on studying interactive simulations (sims) for learning science. The PhET Team develops interactive sims for teaching and learning science and math, creates activities that couple with the sims, and makes all of these resources freely available to educators and students on the web. Research is a major component of the PhET Project, and focuses on understanding aspects of design and use that lead to increases in student learning and student engagement.

The primary responsibilities of the successful applicant will be to carry out and publish research on learning and engagement from sims, along with related issues on sim design and use. Of particular interest is the investigation of why PhET sims seem to be engaging and useful for students with extremely wide range of backgrounds and levels of education. The same sims are commonly used in middle school, high school, and several levels of college science classes. We wish to understand how effective the sims are at all these different levels and why, as well as exploring what this wide range of effectiveness can say more generally about how teaching methods and materials might be optimized for a diverse group of students. The work will be done with the guidance and collaboration of Carl Wieman of Stanford University who is doing research in a number of areas blending science disciplinary expertise and cognitive psychology. The successful candidate will likely be involved with collaborations with other members of Wieman’s research group, some members of Dan Schwartz’s cognitive psychology group at Stanford, and the other members of the PhET research team. Other responsibilities include training faculty on use of PhET sims through PhET workshops at local and national meetings, and collaborating with other members of the PhET team on design activities, as appropriate.

The successful candidate will work at the University of Colorado Boulder which is a national leader in STEM education with over 50 campus programs addressing STEM education and a new Center for Science Learning launched in 2012. In addition, the candidate will also have an opportunity to participate and interact with the Physics Education Research group as well as the cross-disciplinary STEM Discipline-based Education Research Group.

More information on PhET can be found at: http://phet.colorado.edu

Qualifications: We will consider graduates with a PhD in: any science who is interested in shifting their focus to science education research, a PhD in cognitive psychology with a strong interest in the hard sciences, or a PhD in physics education research. Prior experience teaching or working with students and teachers is a plus, along with knowledge of the science education literature.

Start Date: There is considerable flexibility in the start date. We will consider start dates as early as January 1, 2014 and as late as August 15, 2014.

To Apply:
All applicants must apply through JobsAtCU website: https://www.jobsatcu.com/postings/75435

Applicants must complete the Faculty/Exempt Professional and EEO Data (application) form, upload a cover letter, a statement on their perspectives on teaching and learning, a 1-2 page statement discussing the candidate’s research interests and potential research approaches related to why PhET sims seem to be engaging and useful for students with extremely wide range of backgrounds and levels of education, and a resume/curriculum vitae. A proof of degree (unofficial transcript) must be uploaded, and three references must be entered (note the applicant should enter the contact information for letters, and the system will contact them to upload their letter).

The official application process will not be complete until you upload your documents online.

Review of applications will begin on December 13, and continue until the position is filled.

Please email Oliver.Nix@colorado.edu with any questions about the application process.
(Note:  This position is different from this posting.)

TT Elementary Science Specialist, UW-La Crosse

https://employment.uwlax.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1385749339890

Posting Number: 0600684
Position Type: Faculty
Position: Assistant Professor - Elementary Science Specialist

Is this a Position of Trust?
(Defined as: Having access to vulnerable populations, property access, financial/fiduciary duties, and all executive positions)
Yes

Is this a Position of Trust with Access to Vulnerable Pops?
(Defined as: Position requires unsupervised or significant access to minors, under the age of 18 who are NOT enrolled or accepted for enrollment at a UW System Institution, and medical patients.)
Yes

Hiring Department/Unit and Programs: Educational Studies
College/Division: College of Liberal Studies

Job Summary/Basic Function: The University of Wisconsin-La Crosse, the School of Education, and the Department of Educational Studies invites applications for an Assistant Professor, full time academic year, tenure-track position with expertise in elementary science instruction to begin Fall 2014. We seek colleagues who share the department's commitment to diversity and are dedicated teacher educators, active scholars, and mentors for students. Teaching responsibilities include undergraduate courses in preparation of teacher candidates for elementary science methodology and other STEM connections. Qualified candidates will also be responsible for student advisement, supervision of field experiences, engagement in research, and participation in service activities. The successful candidate will demonstrate excellence as a teacher and advisor as well as develop an active research program.

This position includes teaching 12 credit hours per semester. The Teacher Education Program espouses an inclusive philosophy and provides preparation in general classroom and special education teaching licensures from birth through early adolescence. Successful candidates will bring knowledge and expertise in elementary science instructional methodologies, with preference given to those who also possess knowledge &/or expertise in elementary instructional methodologies in mathematics, literacy, and diversity-related topics, and/or other elementary content instruction. Knowledge and/or expertise in Professional Learning Communities (PLC), differentiation, progress monitoring, edTPA, and/or supervision of instruction are also preferred qualities.

A person in this position will prepare and teach 2-4 course preparations each semester. A person in this position will be expected to be fully engaged in a program of scholarly activity, including but not limited to presentations at conferences and publications in scholarly journals. A person in this position will be expected to participate in service activities at the Department, School of Education, and University levels.

Required qualifications: Ph.D./Ed.D. in elementary science education or related field by date of appointment and a minimum of three successful years of teaching experience in American public/private K-8 school settings.

Preferred qualifications: knowledge &/or expertise in elementary instructional methodologies in technology, social studies, mathematics, foundations, literacy, and/or diversity-related topics, and/or other elementary content instruction, experience with supervision of instruction, Professional Development Schools (PDS), progress monitoring, differentiated instruction, Professional Learning Communities (PLC), edTPA, blended learning, and an interest in student research.

About UW-La Crosse:

The University of Wisconsin-La Crosse (UW-La Crosse) provides a challenging, dynamic, and diverse learning environment in which the entire university community is fully engaged in supporting student success. Grounded in the liberal arts, UW-L fosters curiosity and life-long learning through collaboration, innovation, and the discovery and dissemination of new knowledge. Acknowledging and respecting the contributions of all, UW-L is a regional academic and cultural center that prepares students to take their place in a constantly changing world community.

UW-La Crosse's diversity and inclusion efforts are guided by our adherence to Inclusive Excellence. We define Inclusive Excellence as "... our active, intentional and ongoing commitment to bridge differences with understanding and respect so all can thrive." The goals of Inclusive Excellence are to increase the retention of diverse faculty, staff and students while encouraging a campus climate that is inviting and welcoming to all. UW-La Crosse strives to promote acceptance of all facets of diversity from racial/ethnic diversity to diversity of thought and experience.

UW-La Crosse has appeared prominently on the U.S. News & World Report list of "America's Best Colleges" for more than a decade and is ranked consistently as one of the top institutions in the Midwest. With a student population of roughly 10,000, the university offers 91 undergraduate programs in 29 disciplines and a variety of graduate programs in three colleges: Liberal Studies, Science and Health, and Business Administration, including the School of Arts & Communication and the School of Education. There are over 400 full-time faculty and instructional academic staff, 76 percent of whom hold terminal degrees. UW-La Crosse boasts a retention rate (freshmen returning as sophomores) of 85 percent, graduation rate (degree within six years) of 69 percent, and is among only 12 institutions cited nationally by the American Association of State Colleges and Universities for its success in linking campus culture and university leadership to outstanding graduation rates.

The UW-La Crosse campus is nestled in a residential area of the City of La Crosse (pop. 51,818) located in western Wisconsin. The area, known as the 7 Rivers Region, is famous for its exceptional natural beauty which includes the Mississippi River on one side, majestic bluffs on the other, and views of rolling farmland and forested valleys in between. Ranked by U.S. News & World Report as one of the top ten "Best Places to Live" in 2009, La Crosse is one of the most scenic places in mid-America. Abundant water, woodlands and varying terrain provide ample opportunities for year-round outdoor recreation. Only a couple of hours from Minneapolis or Madison, La Crosse enjoys the affordability and charm of small town living with larger city benefits. Three colleges, two world-class medical institutions, the La Crosse Symphony Orchestra, a restored nineteenth century downtown business district, and a number of galleries and art centers have made La Crosse a regional center for culture, entertainment, medical care, shopping, sports and recreation.

UW-La Crosse is proud to be an equal opportunity employer. We strive to recruit, develop, and retain the most talented people from a diverse candidate pool, and we encourage applications from persons with varied backgrounds and perspectives. Please contact the Search and Screen Committee if you have a special need/accommodation to aid your participation in our hiring process.

Posting Date:
Closing Date: Open Until Filled
First review date: 01-17-2014

Special Instructions to Applicants:

For your Reference Contact Information document, please include the names, positions, email addresses and phone numbers of 5 professional references.

In the Unofficial Transcript field, please upload your unofficial graduate transcript(s).

If you have questions about this position, please contact Dr. Ali, Search and Screen Co-Chair, at aali@uwlax.edu

Two PostDocs in Physics/Science Education @ FIU

Institution:   Florida International University

STEM Transformation Institute

Miami, Florida

Deadline:    Open until filled

Salary:      Commensurate with experience

Description: The STEM Transformation Institute and the Physics Education Research Group at Florida International University seeks two postdoctoral researchers in physics education, engineering education, science education, or a closely related field.  The first position starts in January 2014 and is particularly allotted for work on an ongoing NSF funded research project involving analysis of case studies of high school physics classes, implementing experimental studies within similar classes, and designing a professional development course for high school physics teachers.  The responsibilities of the successful applicant will include coordination and participation in all aspects of the research including presenting/publishing findings.  A second postdoctoral research position beginning in August 2014 is for integrating network analysis techniques with qualitative and behavioral analyses in the study of physics student retention and persistence. More information about the STEM Transformation Institute can be found at http://stem.fiu.edu and for the Physics Education Group at http://casgroup.fiu.edu/fiuperg.

Eligibility: We will consider PhD graduates with expertise in education research (and strong content background in science/physics/engineering) or traditional areas of STEM research (particularly network science) who have experience in conducting education research.

Application: Please electronically submit a letter of interest, CV, brief statement of research interests, 1-2 publication reprints, and names of 3 references to eric.brewe@fiu.edu.

Florida International University is an Affirmative Action/Equal Opportunity Employer.