Current CMS/W Job Openings, Including for Teacher Education Research Roles

Comparative Media Studies/Writing is recruiting for several job openings. Candidates must apply via MIT Human Resources.


Research Specialist, AI Education
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MIT Scheller Teacher Education Program (MIT-STEP) (part-time, 50%), to join MIT-STEP, a leader in designing for and integrating educational technology into K-12 classrooms. Will study how people learn and how to create better ways for people to learn and to teach by both designing and creating learning environments and experiences and studying how the learning experiences and environments help or hinder learning. Will collaborate on cutting-edge projects to help improve education in formal/informal K-12 education; co-design, iteratively develop, and refine AI education curricula/tools; and serve as a coresearcher on an NSF-funded project called Everyday AI. Areas of inquiry include preparing teachers to integrate AI experiences in middle school classrooms; measuring the impact of teacher professional development on teacher learning and enactment of lessons; and on students’ learning of AI concept knowledge, ethics in AI, and AI career futures.

Job Requirements

REQUIRED: bachelor’s degree in learning sciences, education, social science, or related field; experience with qualitative, quantitative, and design-based research methods, including expertise in at least one methodological approach (e.g., interaction analysis, learning analytics, discourse analysis, etc.); experience designing and executing research designs; interest in advancing excellence and equity in education through improving professional learning experiences for educators; knowledge of AI, data science, and machine learning; excellent communication and technical skills; and ability to work independently and contribute to an interdisciplinary team. PREFERRED: master’s degree in an area noted above; at least one year of research experience, including research experience in data science and AI education, designing and developing interventions to teach AI, and developing assessments of student learning in K-12 classrooms; and experience conducting data-intensive research. Job #19828

This is a part-time (50%), two-year temporary position. Schedule to be determined.

Some U.S. travel will be required.


Lecturer
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Comparative Media Studies/Writing-Writing and Communication Center (WCC) (part-time (50%) or full-time), to provide one-on-one and group teaching, writing groups, and online resources to the diverse MIT community of students, scholars, researchers, faculty, and staff. Will consult on written, oral, or visual projects across disciplines and genres and assist with project management and writing process issues.

Job Requirements

REQUIRED: master’s degree in scientific and technical writing, rhetoric, linguistics, teaching English as a second language, composition studies, or a related field; three years of experience teaching undergraduate or graduate students; experience working with STEM documents; experience with or training in working with multilingual clients; and familiarity with Zoom, Google Drive, Word, Excel/Google Spreadsheets, Outlook, and PowerPoint. PREFERRED: Ph.D. in one of the areas noted above; at least one year of experience teaching college academic writing; and experience working in a writing, communication, or academic center. Job #19816

Questions about the position may be addressed to Dr. Elena Kallestinova, director of the Writing and Communication Center, at ek007@mit.edu.

The application deadline is July 30, 2021. Initial materials, submitted online via the MIT website, should include a cover letter and CV.

This is a benefits-eligible position. The expected start date is September 1, 2021. The initial appointment is for nine-months, but renewable based on positive performance reviews.


SEARCH CLOSED: Postdoctoral Associate
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K-12 MATH EDUCATION POSTDOCTORAL ASSOCIATE, Teaching Systems Lab, to join a lab that develops digital clinical simulations–games and simulations that let teachers rehearse for and reflect upon important decisions in teaching.  Will play a lead role in the analysis of mixed-methods data collected from a cohort of math teachers in an urban school district to better understand teacher learning around equity and engagement through digital simulations, workshops, and coaching; develop and test coding schemes for interview transcripts, classroom video observation data, and simulation data; analyze, synthesize, and create presentation-quality figures for reports and manuscripts, and lead the drafting of scholarly products. Responsibilities include using standard software packages to process raw data and to analyze and synthesize findings to generate tables and figures for reports and manuscripts in collaboration with an interdisciplinary team of technologists, math professional learning experts, and evaluators.

Job Requirements

REQUIRED:  advanced degree in math education, learning science, or related field; and experience evaluating math teacher professional learning, especially in schools serving poverty-impacted communities.  Seek a team player with excellent interpersonal and communication skills who is able to work well with cross functional groups and can demonstrate an understanding of and commitment to equity and diversity.  PREFERRED:  experience with practice-based teacher learning designs and evaluation of teacher learning in such designs; experience with design-based and evaluation research; experience executing sophisticated research designs and a track record of impactful scholarly publications; and proficiency with R, Stata, Tableau, or equivalent software and/or qualitative tools (e.g., ATLAS.ti).


SEARCH CLOSED: Research Scientist
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MIT Scheller Teacher Education Program (MIT-STEP), to study how people learn and how to create better ways for them to learn and teach by designing and creating learning environments/experiences and studying how they help or hinder learning.  Will be a key member of a diverse, collaborative team of designers, developers, and other researchers on cutting-edge projects to help improve education in formal and informal K-12 education. Will design, iteratively develop, and refine AI educational tools and curricula and serve as a researcher on two NSF-funded AI education projects.  Areas of inquiry include preparing teachers to integrate AI experiences in middle school classrooms; and measuring the impact of teacher professional development on teacher learning and enactment of lessons and on students’ learning of AI concept knowledge, ethics in AI, and AI career futures.

Job Requirements

REQUIRED: earned doctorate in learning sciences/education/social science/related field; broad expertise in qualitative, quantitative, and design-based research methods, including at least one methodological approach (e.g., interaction analysis, learning analytics, discourse analysis, etc.); experience designing and executing sophisticated research designs; publication track record; interest in advancing excellence and equity in education through improving educators’ professional learning experiences; knowledge of AI and machine learning; excellent communication and technical skills; and ability to work independently and on an interdisciplinary team.  PREFERRED:  at least three years’ research experience, including computer science education and computational thinking, designing and developing interventions to teach AI, developing student cognition and student learning assessments in regular-school-day K-12 classrooms; experience conducting data-intensive research such as analyzing interaction data from web-based systems; and technical expertise in AI, data science, model design and construction, and computer programming.  Job #19288

This is a full-time, two-year term position.

Some U.S. travel required.


SEARCH CLOSED: Instructional Designer
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To lead the conceptualizing, developing, and piloting of a professional development offering that will support teachers using the Responsible AI for Computational Action curriculum.  The professional development approach will run deep in cultivating a project-based learning (PBL) and design thinking mindset and building a foundation in AI and CS for teachers.  Will determine specifics about the model that best fits the curriculum, develop the program, and lead the professional development offering during the pilot phase; work with an interdisciplinary team of learning designers, developers, researchers, faculty, staff, and students; and be involved in curriculum design efforts, building internal capacity around the PBL approach, and engaging with the teacher community.  Responsibilities include assessing teacher and curriculum designer needs to determine a promising model; collaborating with designers to iteratively develop a comprehensive professional development program; leading professional development offerings for a cohort of pilot teachers; contributing to curriculum design and activity design; coordinating/facilitating playtesting and module piloting; managing a community of teachers; engaging with teacher co-designers; supporting research around curriculum and professional development; and helping other areas as needed.

Job Requirements

REQUIRED: bachelor’s degree in related field and five years’ relevant experience.  PREFERRED:  advanced degree in a STEM field and five years’ teaching experience or a degree in education with strong STEM background; experience as a classroom teacher using project-based approaches that support student agency; experience working with educators as learners, developing and facilitating workshops or other professional learning experiences, and conducting online and in-person learning; comfort teaching computational thinking and programming in Scratch/App Inventor; and familiarity with AI and machine learning concepts or desire to learn.  Job #19491-8

Some travel and school visits will be required when it is safe to do so.

This is a one-year term appointment.

 
 

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