The Center for Behavioral Education and Research (CBER; www.cber.org) in
the Neag School of Education at the University of Connecticut seeks
qualified candidates for a two-year, postdoctoral training program which
will be funded by the US Department of Education, Institute for
Education Sciences (IES). The postdoctoral program provides
opportunities for Fellows to participate in a program of study linked
directly to on-going research activities, supported by individualized
learning opportunities including advanced statistical and methodological
training, and culminating in individualized programs of applied academic
and/or social behavior research. Postdoctoral fellows will collaborate
with CBER research scientists on projects related to the (a) development
of teaching materials and curricula, (b) intervention research, and/or
(c) assessment research. Fellows will access CBER opportunities that
include, for example, (a) building advanced statistical and
methodological skills through an individually designed plan of
professional development activities, (b) participation in large scale
grant-supported research activities, (c) application of advanced
statistical and methodological skills to complex educational questions,
and (d) direct participation in dissemination activities that translate
research into applied formats and outcomes. Candidates must be able to
undertake intensive statistical and methodological training while
simultaneously engaging in quality applied research projects with
several CBER Research Scientists and graduate assistants.
Minimum Qualifications: Qualified applicants must have a completed
Ph.D. in school psychology, special education, educational psychology or
related field by August of 2008.
Preferred Qualifications: Preference will be given to candidates with
previous documented experience and interest in conducting research
related to CBER projects in early literacy, adolescent literacy,
assessment, treatment integrity and/or positive behavior supports.
This is a one year, end date position which may be renewed for a second
year pending performance.
Candidates should submit a cover letter describing (a) professional
research interests, (b) research experience, (c) methodological and
statistical training, and (d) professional development and research
goals to be pursued during the fellowship, in addition to complete vita
and three letters of recommendation. Application materials should be
submitted to Post Doctoral Research Fellowship, c/o Meg Jarvi, Center
for Behavioral Education and Research, 249 Glenbrook Rd (U-2064),
University of Connecticut, Storrs, CT 06269. Review of applications
will begin immediately, and continue until positions are filled.
Questions may be directed to Dr. George Sugai (george.sugai@uconn.edu)
or Dr. Sandra Chafouleas (sandra.chafouleas@uconn.edu).
Wednesday, April 30, 2008
Tuesday, April 29, 2008
Strategies for Children, Inc.
Strategies for Children, Inc.
Powerless Children Need Powerful Friends
Title: Research and Policy Associate
Reports to: Research and Policy Director
Hours: 9:00 a.m. – 5:30 p.m.
Evenings and Saturdays may be required occasionally.
Position Profile
The Research and Policy Associate is responsible for working closely with the Research and Policy Director and the entire SFC/EEA team to achieve the goals of Strategies for Children, Inc. and the Early Education for All Campaign (EEA). There are four primary goals: 1) to use research-based evidence to build public and
policymaker support for investments in universal high-quality early education, including full-day kindergarten and workforce development; 2) to serve as an expert resource on key issues in early education and care by cataloging data and summarizing key research findings; 3) to monitor and help inform systems building work at the Departments of Early Education and Care (EEC) and Elementary and Secondary Education (ESE); and 4) to support EEA’s Policy Committee. This position requires a highly-motivated, organized, self-starter with a strong interest in researching and analyzing issues in early education policy. The ability to collaborate effectively with others is essential. Outstanding candidates will also bring a passion for the project’s mission, an entrepreneurial spirit and commitment to fostering high performance and innovation.
Responsibilities
Help Build Support for Universal High-Quality Early Education• Present research in easy-to-use formats to help “make the case” for increased public investment in universal high-quality early education, including writing reports, drafting fact sheets and developing policy briefs.
• Track and analyze state and federal budget and legislative developments relevant to early education, full-day kindergarten and workforce development and training.
• Develop internal memos and talking points to inform Campaign recommendations and
communications on legislation and budget proposals.
• Serve as a resource to SFC/EEA staff on policy developments at EEC and ESE and within the field of early education and care.
• Work closely with other SFC/EEA staff to ensure that all materials use consistent language, contain accurate information and are of high-quality.
Serve as an Expert Resource on Key Issues in Early Education• Update EEA’s system for tracking and cataloging data used to analyze early education and full-day kindergarten initiatives in Massachusetts and other states, as well as at the federal level.
• Review and summarize current state, national and international research on the benefits of high quality early education and care, including full-day kindergarten.
• Collect, compile, analyze and present up-to-date demographic data on Massachusetts children, families and early education and care providers.
• Manage and maintain electronic and hard copies of research and legislative documents for internal and external use and work with the Communications Director to update research materials on website.
• Participate in and report on conferences, workshops, conference calls and other information sharing opportunities relevant to early education and care issues.
• Provide support to the Research and Policy Director in producing new evidence and original research materials to advance EEA’s policy objectives.
• Provide support and materials to the Campaign Director, Legislative Director and other SFC/EEA staff for meetings and other campaign activities where research is needed.
• Provide internal support and expertise for research projects conducted by EEA or commissioned
and carried out by external organizations to achieve specific Campaign goals.
• Research additional projects as assigned.
Monitor and Help Inform Systems Building Work and Policy Implementation
• Support the development and monitor the implementation of a comprehensive, statewide system of
high-quality early education accessible to all children and families.
• Provide support for EEA’s participation on committees convened by the EEC and ESE including the Workforce Development Task Force, the QRIS working group and the UPK working group.
• Participate in meetings and working groups at EEC, ESE and the Department of Higher Education to support EEA’s policy objectives and monitor policymaking processes.
• Review UPK and FDK grant programs administered by EEC and ESE and analyze information on grant recipients as needed.
• Support SFC’s efforts at the local level, including the Irene E. & George A. Davis Foundation’s Cherish Every Child initiative to implement Universal Pre-Kindergarten, and help develop a broader 0-8 agenda.
Provide Support for EEA’s Policy Committee• Serve as a resource to EEA’s Policy Committee on developments at EEC, ESE and within the early education field.
• Provide staffing to Policy Committee and Campaign Advisory Committee meetings, and other meetings as appropriate, including managing communication with committee members, taking minutes and producing meeting materials.
• Develop relationships with Policy Committee members to ensure that diverse perspectives are represented at Policy Committee meetings.
General Duties:• Maintain excellent communication and rapport with the SFC President, the Research and Policy Director
and the rest of the SFC/EEA staff.
• Participate in staff and team meetings every week and other meetings as needed.
• Fulfill administrative functions as needed.
• Help manage interns.
• Other duties as assigned.
Qualifications:• Master’s Degree or Bachelor’s degree with at least two years experience in relevant field
• Formal training or appropriate experience in research methods and evaluation.
• Excellent written and oral communication skills.
• Strong interpersonal and organizational skills.
• Ability to prioritize and multi-task, and adapt to changing situations on a daily basis.
• A self-starter who can work independently and also as a highly effective team member.
• Detail oriented and diligent in follow through.
• Knowledge of the early education and care field broadly, and in Massachusetts.
Preferred Qualifications:
• Familiarity with state legislative process.
• Bilingual: English and Spanish.
Expected Starting Date: Immediately
Salary: Based on experience
Strategies for Children, Inc. is an equal opportunity employer.
Persons of color, women and persons with disabilities are encouraged to apply.
Strategies for Children, Inc., 400 Atlantic Avenue, Boston, MA 02110
Phone 617-330-7380 Fax 617-330-7381 www.earlyeducationforall.org
Powerless Children Need Powerful Friends
Title: Research and Policy Associate
Reports to: Research and Policy Director
Hours: 9:00 a.m. – 5:30 p.m.
Evenings and Saturdays may be required occasionally.
Position Profile
The Research and Policy Associate is responsible for working closely with the Research and Policy Director and the entire SFC/EEA team to achieve the goals of Strategies for Children, Inc. and the Early Education for All Campaign (EEA). There are four primary goals: 1) to use research-based evidence to build public and
policymaker support for investments in universal high-quality early education, including full-day kindergarten and workforce development; 2) to serve as an expert resource on key issues in early education and care by cataloging data and summarizing key research findings; 3) to monitor and help inform systems building work at the Departments of Early Education and Care (EEC) and Elementary and Secondary Education (ESE); and 4) to support EEA’s Policy Committee. This position requires a highly-motivated, organized, self-starter with a strong interest in researching and analyzing issues in early education policy. The ability to collaborate effectively with others is essential. Outstanding candidates will also bring a passion for the project’s mission, an entrepreneurial spirit and commitment to fostering high performance and innovation.
Responsibilities
Help Build Support for Universal High-Quality Early Education• Present research in easy-to-use formats to help “make the case” for increased public investment in universal high-quality early education, including writing reports, drafting fact sheets and developing policy briefs.
• Track and analyze state and federal budget and legislative developments relevant to early education, full-day kindergarten and workforce development and training.
• Develop internal memos and talking points to inform Campaign recommendations and
communications on legislation and budget proposals.
• Serve as a resource to SFC/EEA staff on policy developments at EEC and ESE and within the field of early education and care.
• Work closely with other SFC/EEA staff to ensure that all materials use consistent language, contain accurate information and are of high-quality.
Serve as an Expert Resource on Key Issues in Early Education• Update EEA’s system for tracking and cataloging data used to analyze early education and full-day kindergarten initiatives in Massachusetts and other states, as well as at the federal level.
• Review and summarize current state, national and international research on the benefits of high quality early education and care, including full-day kindergarten.
• Collect, compile, analyze and present up-to-date demographic data on Massachusetts children, families and early education and care providers.
• Manage and maintain electronic and hard copies of research and legislative documents for internal and external use and work with the Communications Director to update research materials on website.
• Participate in and report on conferences, workshops, conference calls and other information sharing opportunities relevant to early education and care issues.
• Provide support to the Research and Policy Director in producing new evidence and original research materials to advance EEA’s policy objectives.
• Provide support and materials to the Campaign Director, Legislative Director and other SFC/EEA staff for meetings and other campaign activities where research is needed.
• Provide internal support and expertise for research projects conducted by EEA or commissioned
and carried out by external organizations to achieve specific Campaign goals.
• Research additional projects as assigned.
Monitor and Help Inform Systems Building Work and Policy Implementation
• Support the development and monitor the implementation of a comprehensive, statewide system of
high-quality early education accessible to all children and families.
• Provide support for EEA’s participation on committees convened by the EEC and ESE including the Workforce Development Task Force, the QRIS working group and the UPK working group.
• Participate in meetings and working groups at EEC, ESE and the Department of Higher Education to support EEA’s policy objectives and monitor policymaking processes.
• Review UPK and FDK grant programs administered by EEC and ESE and analyze information on grant recipients as needed.
• Support SFC’s efforts at the local level, including the Irene E. & George A. Davis Foundation’s Cherish Every Child initiative to implement Universal Pre-Kindergarten, and help develop a broader 0-8 agenda.
Provide Support for EEA’s Policy Committee• Serve as a resource to EEA’s Policy Committee on developments at EEC, ESE and within the early education field.
• Provide staffing to Policy Committee and Campaign Advisory Committee meetings, and other meetings as appropriate, including managing communication with committee members, taking minutes and producing meeting materials.
• Develop relationships with Policy Committee members to ensure that diverse perspectives are represented at Policy Committee meetings.
General Duties:• Maintain excellent communication and rapport with the SFC President, the Research and Policy Director
and the rest of the SFC/EEA staff.
• Participate in staff and team meetings every week and other meetings as needed.
• Fulfill administrative functions as needed.
• Help manage interns.
• Other duties as assigned.
Qualifications:• Master’s Degree or Bachelor’s degree with at least two years experience in relevant field
• Formal training or appropriate experience in research methods and evaluation.
• Excellent written and oral communication skills.
• Strong interpersonal and organizational skills.
• Ability to prioritize and multi-task, and adapt to changing situations on a daily basis.
• A self-starter who can work independently and also as a highly effective team member.
• Detail oriented and diligent in follow through.
• Knowledge of the early education and care field broadly, and in Massachusetts.
Preferred Qualifications:
• Familiarity with state legislative process.
• Bilingual: English and Spanish.
Expected Starting Date: Immediately
Salary: Based on experience
Strategies for Children, Inc. is an equal opportunity employer.
Persons of color, women and persons with disabilities are encouraged to apply.
Strategies for Children, Inc., 400 Atlantic Avenue, Boston, MA 02110
Phone 617-330-7380 Fax 617-330-7381 www.earlyeducationforall.org
Wednesday, April 16, 2008
Summer Research Internship Announcement
Summer Research Internship Announcement
The Cisco Learning Institute (CLI) is announcing a summer internship opportunity in
applied research. CLI is a nonprofit organization whose mission is to change the way
teachers teach and students learn through technology. As part of this mission, CLI has an
Evaluation, Measurement, and Statistics (EMS) team devoted to research on issues such
as defining and measuring student success, evaluating program impact, and
understanding and influencing teacher classroom behavior. Much of this work is done in
the context of the Cisco Networking Academy, a global program that teaches computer
and computer networking skills to students in over 150 countries.
The Evaluation, Measurement, and Statistics team has an opening for a summer intern to
work on a variety of projects, including the validation of teacher evaluation measures
using both basic and advanced statistical methods, deployment of surveys to a global
community, and developing a portfolio of national and international measures of student
outcomes.
From this experience, interns should gain the following skills:
· Working with large data sets
· Implementation of basic and advanced statistical techniques with real-world data
· Expertise in writing survey questions
· Familiarity with the survey development process
· Communication of results to non-academic audiences
· A greater understanding of global education issues
· Opportunities for publication
Qualifications:
Graduate-level coursework in statistics and/or research design
Familiarity with SPSS preferred.
Strong organization and oral and written communication skills.
Must be able to work as part of a team.
Position Details: This will be a full-time position for approximately three months. We
will work with the successful candidate to accommodate school schedules. Interns will be
paid $25/hour. The intern will be required to be at our Phoenix, AZ office.
To apply for this position, please send a letter of interest and current curriculum vita to
Dr. Kristen DiCerbo, Kristen.DiCerbo@ciscolearning.org.
The Cisco Learning Institute (CLI) is announcing a summer internship opportunity in
applied research. CLI is a nonprofit organization whose mission is to change the way
teachers teach and students learn through technology. As part of this mission, CLI has an
Evaluation, Measurement, and Statistics (EMS) team devoted to research on issues such
as defining and measuring student success, evaluating program impact, and
understanding and influencing teacher classroom behavior. Much of this work is done in
the context of the Cisco Networking Academy, a global program that teaches computer
and computer networking skills to students in over 150 countries.
The Evaluation, Measurement, and Statistics team has an opening for a summer intern to
work on a variety of projects, including the validation of teacher evaluation measures
using both basic and advanced statistical methods, deployment of surveys to a global
community, and developing a portfolio of national and international measures of student
outcomes.
From this experience, interns should gain the following skills:
· Working with large data sets
· Implementation of basic and advanced statistical techniques with real-world data
· Expertise in writing survey questions
· Familiarity with the survey development process
· Communication of results to non-academic audiences
· A greater understanding of global education issues
· Opportunities for publication
Qualifications:
Graduate-level coursework in statistics and/or research design
Familiarity with SPSS preferred.
Strong organization and oral and written communication skills.
Must be able to work as part of a team.
Position Details: This will be a full-time position for approximately three months. We
will work with the successful candidate to accommodate school schedules. Interns will be
paid $25/hour. The intern will be required to be at our Phoenix, AZ office.
To apply for this position, please send a letter of interest and current curriculum vita to
Dr. Kristen DiCerbo, Kristen.DiCerbo@ciscolearning.org.
Wednesday, April 2, 2008
The Rennie Center for Education Research and Policy
RESEARCH DIRECTOR
JOB DESCRIPTION
ABOUT THE RENNIE CENTER:
The Rennie Center for Education Research and Policy is an independent, non-partisan organization committed to the development of effective education policy through examination of evidence, thoughtful discourse and informed action. Our mission is to develop a public agenda that promotes significant improvement of public education in Massachusetts. The Center is committed to a set of strategies that involve collaborating with diverse organizations in the education reform field to pursue the following activities:
• Independent Research: The Rennie Center produces independent research to promote public discourse on educational improvement and to inform policy discussions of key decision makers and opinion leaders. Our research reports and policy briefs are broadly disseminated to policy stakeholders in the public, private, nonprofit, and media sectors.
• Civic Engagement: The Rennie Center is committed to engaging diverse perspectives and voices in a constructive policy discussion. By convening conferences, forums, meetings, policy briefings, panel discussions, town meetings and other events, we promote constructive dialogue on school improvement and student achievement.
• Shaping an Effective Public Agenda: The Rennie Center is dedicated to enriching the policy conversation with research and evidence from our fieldwork with district leaders. We frequently interact with the media, contributing editorial pieces and providing information for journalists.
• Constructive Activism: The Rennie Center is proactive in identifying timely opportunities for change in which it can lead policy discussion and development process to a new level. Activity in this domain includes convening working groups and drafting policy proposals to meet major educational challenges.
RESEARCH DIRECTOR RESPONSIBILITIES:
The Research Director is responsible for shaping and leading all aspects of the Rennie Center’s research agenda. This includes:
• Working closely and collaboratively with the Rennie Center staff;
• Designing large-and-small scale research projects on a variety of policy-relevant topics in education such as school choice, accountability, and reform of low-performing schools;
• Obtaining grant funding for research projects;
• Conducting research (both quantitative and qualitative) and policy analysis;
• Supervising and editing the research of scholars under contract with the Rennie Center;
• Leading the writing of several reports and policy briefs each year;
• Cultivating a network of contract researchers for projects in a variety of topic areas;
• Working with diverse stakeholders to advance education reform progress in Massachusetts and, specifically, the recommendations from our research;
• Making frequent public presentations of Rennie Center research.
REQUIRED QUALIFICATIONS:
• Completion or progress in a Ph.D. program in education, public policy or social sciences (e.g. economics, sociology);
• 2 years experience as a leader/ principal investigator on education research projects;
• Demonstrated ability to use both quantitative and qualitative methodologies;
• Track record of earning grant funding for project proposals;
• Knowledge of key education reform issues both in Massachusetts and nationally;
• Superior written and verbal skills.
PREFERRED QUALIFICATIONS:
• Policy experience at the national, state or large urban district level;
• Teaching or administrative experience in K-12 schools.
TO APPLY
Please send the following materials to jnorton@renniecenter.org:
• Curriculum Vitae;
• Recent writing sample;
• Cover letter that describes the fit between your experience and our mission and recent work. (Please consult our web site at www.renniecenter.org).
JOB DESCRIPTION
ABOUT THE RENNIE CENTER:
The Rennie Center for Education Research and Policy is an independent, non-partisan organization committed to the development of effective education policy through examination of evidence, thoughtful discourse and informed action. Our mission is to develop a public agenda that promotes significant improvement of public education in Massachusetts. The Center is committed to a set of strategies that involve collaborating with diverse organizations in the education reform field to pursue the following activities:
• Independent Research: The Rennie Center produces independent research to promote public discourse on educational improvement and to inform policy discussions of key decision makers and opinion leaders. Our research reports and policy briefs are broadly disseminated to policy stakeholders in the public, private, nonprofit, and media sectors.
• Civic Engagement: The Rennie Center is committed to engaging diverse perspectives and voices in a constructive policy discussion. By convening conferences, forums, meetings, policy briefings, panel discussions, town meetings and other events, we promote constructive dialogue on school improvement and student achievement.
• Shaping an Effective Public Agenda: The Rennie Center is dedicated to enriching the policy conversation with research and evidence from our fieldwork with district leaders. We frequently interact with the media, contributing editorial pieces and providing information for journalists.
• Constructive Activism: The Rennie Center is proactive in identifying timely opportunities for change in which it can lead policy discussion and development process to a new level. Activity in this domain includes convening working groups and drafting policy proposals to meet major educational challenges.
RESEARCH DIRECTOR RESPONSIBILITIES:
The Research Director is responsible for shaping and leading all aspects of the Rennie Center’s research agenda. This includes:
• Working closely and collaboratively with the Rennie Center staff;
• Designing large-and-small scale research projects on a variety of policy-relevant topics in education such as school choice, accountability, and reform of low-performing schools;
• Obtaining grant funding for research projects;
• Conducting research (both quantitative and qualitative) and policy analysis;
• Supervising and editing the research of scholars under contract with the Rennie Center;
• Leading the writing of several reports and policy briefs each year;
• Cultivating a network of contract researchers for projects in a variety of topic areas;
• Working with diverse stakeholders to advance education reform progress in Massachusetts and, specifically, the recommendations from our research;
• Making frequent public presentations of Rennie Center research.
REQUIRED QUALIFICATIONS:
• Completion or progress in a Ph.D. program in education, public policy or social sciences (e.g. economics, sociology);
• 2 years experience as a leader/ principal investigator on education research projects;
• Demonstrated ability to use both quantitative and qualitative methodologies;
• Track record of earning grant funding for project proposals;
• Knowledge of key education reform issues both in Massachusetts and nationally;
• Superior written and verbal skills.
PREFERRED QUALIFICATIONS:
• Policy experience at the national, state or large urban district level;
• Teaching or administrative experience in K-12 schools.
TO APPLY
Please send the following materials to jnorton@renniecenter.org:
• Curriculum Vitae;
• Recent writing sample;
• Cover letter that describes the fit between your experience and our mission and recent work. (Please consult our web site at www.renniecenter.org).
Tuesday, April 1, 2008
UCLA Program Evaluation
UNIVERSITY OF CALIFORNIA, LOS ANGELES
The Department of Education in the Graduate School of Education & Information Studies (GSE&IS) at the University of California, Los Angeles, announces an opening for a tenure-track faculty position in program evaluation at the assistant or associate professor level.
Candidates should have training in evaluation, preferably focused on projects or small programs and some practical experience. This faculty member should have an interest in research about program evaluation, preferably with an ongoing agenda for research. Additional areas of potential expertise include: survey research methodology, cost-benefit/effectiveness analysis, mixed methods, case study methods and qualitative methods.
The faculty member will teach evaluation courses directed at Ph.D. (and some M.A.) students and will be affiliated with one of the five Department divisions with academic doctoral programs. The Program Evaluation emphasis within the department has received considerable national visibility and is considered to be one of the leading such programs. The Department of Education has as one of its priorities the recruitment of faculty who can bridge academic and professional programs. The Department has a professional doctoral program (Ed.D. degree) in Educational Leadership, which has an evaluation course as part of its program. It also has professional masters programs (Ed.M. degree) in Teacher Education, Principal Leadership, and Student Affairs in Higher Education. The department also offers an undergraduate minor. As is the case for all Education faculty, some of the appointee’s teaching responsibilities, according to interest and expertise, will be for the professional programs and/or undergraduate minor. Information about the Graduate School of Education & Information Studies is available at http://www.gseis.ucla.edu.
QUALIFICATIONS: Doctoral degree in education or related field with specialization in program evaluation; record of research and scholarly publications consonant with the appointment level; promise of a strong research record beyond that achieved to date; willingness to generate extramural funding for research; interest in teaching and mentoring students at the graduate level; and interest in teaching in the professional programs and/or undergraduate program.
TO APPLY: Send an application letter describing your research and teaching interests, along with a curriculum vitae and sample publications, and have three letters of reference sent to the address below. (We do not accept e-mailed applications.)
Sandra Graham, Chair
Department of Education
University of California, Los Angeles
Los Angeles, CA 90095-1521
SALARY: Commensurate with qualifications and experience.
STARTING DATE: July 1, 2009 (teaching duties begin late September each year). An earlier start date is possible.
DEADLINE: Screening of applications will begin September 15, 2008 and continue until the position is filled.
FOR MORE INFO: Contact Marilyn Salinger, staff assistant (salinger@gseis.ucla.edu) or Professor Marvin Alkin, Chair of the Search Committee (alkin@gseis.ucla.edu). Please include “Program Evaluation Search” in the subject line.
UCLA is an Equal Opportunity/Affirmative Action Employer.
We encourage applications from members of underrepresented groups.
The Department of Education in the Graduate School of Education & Information Studies (GSE&IS) at the University of California, Los Angeles, announces an opening for a tenure-track faculty position in program evaluation at the assistant or associate professor level.
Candidates should have training in evaluation, preferably focused on projects or small programs and some practical experience. This faculty member should have an interest in research about program evaluation, preferably with an ongoing agenda for research. Additional areas of potential expertise include: survey research methodology, cost-benefit/effectiveness analysis, mixed methods, case study methods and qualitative methods.
The faculty member will teach evaluation courses directed at Ph.D. (and some M.A.) students and will be affiliated with one of the five Department divisions with academic doctoral programs. The Program Evaluation emphasis within the department has received considerable national visibility and is considered to be one of the leading such programs. The Department of Education has as one of its priorities the recruitment of faculty who can bridge academic and professional programs. The Department has a professional doctoral program (Ed.D. degree) in Educational Leadership, which has an evaluation course as part of its program. It also has professional masters programs (Ed.M. degree) in Teacher Education, Principal Leadership, and Student Affairs in Higher Education. The department also offers an undergraduate minor. As is the case for all Education faculty, some of the appointee’s teaching responsibilities, according to interest and expertise, will be for the professional programs and/or undergraduate minor. Information about the Graduate School of Education & Information Studies is available at http://www.gseis.ucla.edu.
QUALIFICATIONS: Doctoral degree in education or related field with specialization in program evaluation; record of research and scholarly publications consonant with the appointment level; promise of a strong research record beyond that achieved to date; willingness to generate extramural funding for research; interest in teaching and mentoring students at the graduate level; and interest in teaching in the professional programs and/or undergraduate program.
TO APPLY: Send an application letter describing your research and teaching interests, along with a curriculum vitae and sample publications, and have three letters of reference sent to the address below. (We do not accept e-mailed applications.)
Sandra Graham, Chair
Department of Education
University of California, Los Angeles
Los Angeles, CA 90095-1521
SALARY: Commensurate with qualifications and experience.
STARTING DATE: July 1, 2009 (teaching duties begin late September each year). An earlier start date is possible.
DEADLINE: Screening of applications will begin September 15, 2008 and continue until the position is filled.
FOR MORE INFO: Contact Marilyn Salinger, staff assistant (salinger@gseis.ucla.edu) or Professor Marvin Alkin, Chair of the Search Committee (alkin@gseis.ucla.edu). Please include “Program Evaluation Search” in the subject line.
UCLA is an Equal Opportunity/Affirmative Action Employer.
We encourage applications from members of underrepresented groups.
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