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Inaugural ASCN Leadership Institute
Posted: Mar 16 2017
The ASCN Leadership Institute is designed to support campus change agents in using institutional change strategies to advance STEM change projects to greater scale and sustainability.
AAU & RCSA Publish collection of case studies on Improving Undergraduate STEM Education
Posted: Mar 16 2017
The case studies document current and past efforts to improve teaching and learning in STEM fields and are meant to be a resource for department chairs and deans who are contemplating large-scale efforts of their own.
The National Academies seeks input about integrating the humanities and arts with STEM. Deadline is May 1, 2017.
Posted: Mar 16 2017
The NAS wants to know if you have programs or courses at your institution that integrate the arts and humanities with science, technology, engineering, mathematics, and/or medicine? If so, what is known about the impact of these educational experiences on the students at your institution?
Doctoral Assistantship in Undergraduate STEM Teaching and Learning
Posted: Feb 10 2017
The School of Natural Resources (UNL) and Department of Biology (UNO) seek a Ph.D. candidate to participate in grant-funded projects to investigate i.) undergraduate student learning outcomes in STEM, and ii.) design and assess professional development opportunities for undergraduate STEM instructors (e.g., faculty and learning assistants at the undergraduate and master's level).
Postdoctoral Level Position in Institutional Transformation through teaching evaluation
Posted: Jan 26 2017
We seek to fill a postdoctoral-level position to lead an innovative approach to teaching evaluation across a variety of departments at the University of Colorado Boulder.
Building a STEM DBER Alliance
Posted: Jan 18 2017
As part of NSEC's funded Research Action Cluster and in conjunction with AAAS, we held a meeting of discipline-based education researchers (DBER) in November 2016. The purpose is to build a cross-DBER community of scholars to advance and disseminate knowledge and theory that promote learning and success for all students across STEM fields. At its core, this STEM DBER community will focus on undergraduate learning and teaching at 2- and 4-year colleges and universities, with links to K-12 and graduate education. STEM is broadly defined to include social and behavioral sciences.
Study Explores How Universities Deploy Faculty and Link to Professors' Pay
Posted: Jan 11 2017
Inside Higher Ed - A common criticism of the faculty reward system is that it tends to value research over teaching. A just-released working paper from the National Bureau of Economic Research offers new evidence in support of that contention, suggesting that the number of students a professor teaches has relatively little to do with their compensation.
STEM education postdocs at CU and CSU
Posted: Dec 7 2016
Application are invited for two post-doctoral level positions to work on a new grant: a multi-institution educational transformation project sponsored by the National Science Foundation (award #1626565). The overall project seeks to improve undergraduate STEM education at Colorado State University (CSU) and the University of Colorado Boulder (CU), through collective learning and cultural change at the departmental and institutional levels.
Position Announcement: Instructional Consultant, University of Michigan, Center for Research on Learning and Teaching in Engineering
Posted: Nov 7 2016
The Center for Research on Learning and Teaching in Engineering (CRLT-Engin) at the University of Michigan invites applications for an Instructional Consultant position focused on engineering graduate student instructor development. Applicants should hold a Ph.D. in engineering, engineering education, or other STEM-related field.
Science Faculty with Education Specialties Influence Teaching Practices of Departmental Colleagues
Posted: Sep 13 2016
Departments are increasingly hiring Science Faculty with Education Specialities (SFES) to help improve undergraduate science education. According to a recent study, SFES report their strongest impact is influencing other faculty's teaching practices.
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