[Grad-postdoc-assn] Fwd: Postdoc Position at the University of Tennessee

[Scott Briggs]

FYI

---------- Forwarded message ---------
From: Jacobsen, Robert Eric <000004e7139e5def-dmarc-request at list.msu.edu>
Date: Wed, Dec 6, 2023 at 10:08 AM
Subject: Re: Postdoc Position at the University of Tennessee
To: <GEOED-RESEARCH at list.msu.edu>


*Post-Doctoral Research Associate - Theory & Practice In Teacher Education*
 - 23000002LV



The Center for Enhancing Education in Mathematics and Science at the
University of Tennessee, Knoxville is excited to announce a cluster hire of
three on-site postdoctoral fellows for the *Community Engaged Disciplinary
and Educational Researchers in STEM (CEDERS)* program (National Science
Foundation Award #2329408). The position will start *September 1, 2024. *Each
appointment is for up to two years, with renewal after the first year
contingent on funding availability and scholar performance. Each scholar
will have the opportunity to work on projects that aim to advance knowledge
and practice related to teachers, children/youth, and/or families in STEM
education through a community-engaged approach.



*About community engaged scholarship (CES)*

The targeted goal of CEDERS is to *strengthen postdoctoral fellows’
capacity for CES among STEM disciplinary researchers, educational
researchers, and community stakeholders*. CES (1) involves collaboration
among academic researchers and community members; (2) values the multiple
sources of knowledge brought and produced by academic and community
partners; and (3) includes goals for both knowledge production and social
action or change towards the public good (Warren et al., 2018). We
prioritize developing emerging scholars’ capacity for CES because of its
potential to advance goals for equity in STEM education, transform the role
of universities in society, and foster faculty’s community connections
within and beyond the academy.



*About CES in STEM education at the University of Tennessee*

UT prides itself on embodying a modern land grant mission inspired by the
“Volunteer Spirit” of service and leadership (
https://www.utk.edu/vision). At the university level, the Office of
Community Engagement and Outreach supports community-university
partnerships; and within the College of Education, Health and Human
Sciences, Associate Dean for Community Engagement, Kristi Gordon, supports
CES across education, health, and social work fields. In STEM education,
the Center for Enhancing Education in Mathematics and Science (
https://ceems.utk.edu/) through their partnership with the East Tennessee
STEM Hub, provides resources and supports connections for
university-school-community partnerships. CEEMS also serves as an
organizational unit for projects related to STEM education in PreK-16,
involving a number of disciplinary and education faculty across departments
and colleges.



Each fellow will be assigned to work on an existing CES STEM education
project that best fits their interests and goals. The three selected
fellows and their assigned projects will focus on a different group of
educational stakeholders as community partners, namely: teachers as
community partners; children/youth as community partners; and families as
community partners. Existing projects reflect the following emphases: (1)
diversity, equity, and inclusion in STEM education; 2) factors at the
institutional, structural, organizational, societal, and systemic levels
that affect STEM education and workforce development; and (3)
classroom-based and informal STEM education. Possible projects include, but
are not limited to: *Citizen Science with Museums* (Co-PI
Drumheller-Horton); *CRRAFT Partnership *(co-PI Harper; https://crraft.org/
); *Cultivating Tomorrow’s Innovators through Exploring Planetary Images
with Artificial Intelligence* (PI Reeves; NSF Award #2314155); *Easy as
Play *(co-PI Derryberry; formerly, Biology in a Box;
https://biologyinabox.utk.edu/); *PLANAR* (co-PI Harper;
https://francesharper.com/planar/).



*Responsibilities and Activities*

The CEDERS postdoctoral research positions are full-time appointments in
which fellows undertake research with faculty mentors and participate in
professional development activities to build their competencies for CES
(Blanchard et al., 2009). Fellows will build this capacity in a mentored
way during Year 1 by:

●      Participating in seminars and workshops focused on CES research
practices, research ethics, and commuting with multiple audiences

●      Working with a mentor to analyze pre-existing data from a community
engaged project focused on teachers, children/youth, or families in STEM
education; funding is available for an hourly worker to support analysis

●      Co-authoring a conference presentation and a manuscript based on
this analysis; funding for travel and open access publishing is available

●      Attending seminars and workshops designed to support effective
collaboration, communication, and wellness in academic positions

Further development as a community engaged STEM education researcher in
Year 2 will include:

●      Conducting a self-directed CES research project

●      Writing and managing a budget for the project (~$10,000 is available
for each project)

●      Leading at least one co-authored conference presentation and
manuscript; funding for travel and open access publishing is available

●      Attending seminars and workshops to support communication of a CES
research agenda while on the academic job market

In addition to these responsibilities and activities, fellows will create
an individualized development plan with a mentor that may include group or
individual coaching and mentored teaching.



*Application and Selection Process*

CEDERS aims to enhance the research knowledge, skills, and practices of
recent doctoral graduates in STEM Education who are members of groups that
have been systemically and structurally excluded in STEM, particularly
those who identify as Black, Indigenous, or Persons of Color (BIPOC). UT is
committed to creating a more diverse academic community, knowing that
inclusion, diversity and equity are values linked to educational
excellence. Diverse scholars strengthen our ability to reach the individual
and collective potential for our university community and the broader
communities we serve.



In addition to the official application interested fellows should submit
the following:

   1. Cover letter (2-3 pages) addressed to the mentorship team (Reeves,
   Harper, Derryberry, Drumheller-Horton) that includes:
      1. an explanation of why the CEDERS program is of interest;
      2. the connections between community engaged work and their personal
      academic work and/or STEM education;
      3. an indication of which community group or groups (i.e., teachers,
      children/youth, or families) they are most interested in working with
      during the fellowship and the connection to their research agenda; and
      4. what they hope to gain from the experience.
   2. Curriculum vitae
   3. A writing sample (e.g., manuscript; chapter from the dissertation)
   4. Contact information for three references

*Required Education: A completed Doctorate Degree by August 2024. *

Preference will be given to candidates who apply by *February 26, 2024*.
Candidates who are ABD will be considered if they will have their degree by
August 2024. An interview panel consisting of university team members and
community stakeholders will provide different perspectives in examining the
applications to ensure that considerations of diversity are always present
and a point of discussion. Finalists will be selected to participate in
Zoom interviews in March or April 2024 with the panel. From these
finalists, three fellows will be selected based on academic merit, high
potential for scholarship, commitment to CES, and diversity of interest in
working with teachers, children/youth, and families.

Job
  Research Professional

Primary Location
  US-Tennessee-knoxville

Organization
  Theory & Practice In Teacher Education

Schedule
  Full-time

*Campus/Institute*  Knoxville

Job Posting
  Dec 5, 2023, 8:54:52 AM



-- 
Scott Briggs (he/him/his)
Administrator

Advanced Study Program
Education, Engagement and Early-Career Development
National Center For Atmospheric Research
*phone: 303.497.1607*
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