News

Call for Applications: OAI Faculty-in-Residence for STEM Education
Author: Office of Academic Innovation
Posted: February 19, 2018
THE OFFICE OF ACADEMIC INNOVATION IS SEEKING
FACULTY-IN-RESIDENCE FOR STEM EDUCATION
 

Compensation and time commitment: $2,500.00; average 3-4 hours per week during spring quarter 2018.  This position may be extended to the 2018/2019 academic year with a total compensation of $7,500.00 for that time period.

 

Are you concerned about student learning and persistence in STEM courses?
What should STEM students know and be able to do when they leave PSU?
What factors lead to successful graduation in STEM?

If these are the questions that interest you, then we invite you to collaborate with OAI staff and campus partners (for example, STEM Education and Equity Institute) to provide leadership and support for STEM education projects and scholarship.  This work will advance campus understanding of innovative approaches that engage students in STEM, promote strategies that increase persistence and success in STEM education, and highlight STEM faculty perspectives on current issues in teaching and learning.  

To apply for this position, please submit the following:

1. A brief cover letter that answers the following: 

  1. What interests you about working with OAI in this role?
  2. What interests you about working with faculty across disciplines on STEM education issues?
  3. What question or problem about STEM teaching and learning do you think  important to address at this time?
  4. How might this work connect with your teaching, and potentially, your scholarly agenda?

2. Curriculum vitae

 

Applications are due by Friday, March 16 or until position is filled. For more information, please contact Janelle Voegele, (503) 725-8341 or voegelej@pdx.edu.
 

Allen-Ramdial, S.A. & Campbell, A.G. (2014).  Reimagining the pipeline: Advancing STEM diversity, persistence and success.

Smith, K. A., Douglas, T. C. and Cox, M. F. (2009), Supportive teaching and learning strategies in STEM education. New Directions for Teaching and Learning, 2009: 19–32.