Faculty, Lecturer, and Staff Openings
Assistant Professor of Media Studies
See academicjobsonline.org for full details. Deadline November 1, 2021.
Seeking applications for a tenure-track Assistant Professor beginning July 1, 2022 or on a mutually agreed date thereafter. A PhD in Media Studies or a related field by start of employment, and a record of publication and research activity are expected. We seek applicants in one or more of the following specializations: 1) media industries 2) computational media. We are particularly interested in scholars taking an intersectional approach to issues of gender, sexuality, and/or race/ethnicity in their work. Specializations within media industries may include: production and/or circulation studies; political-economic approaches to emerging media platforms and platform economy; synthetic media/virtual production; games and responsive narrative systems; the ongoing processes of industry consolidation; and issues of labor, equity, and social justice. Specializations within computational media may include, but are not limited to: digital media art; information visualization; and algorithmic disruption of media industries.
Director, English Language Studies Program
To oversee the daily operation of the ELS program, including administering the English Evaluation Test (EET) and working with other programs involved in communication pedagogy at MIT. The ELS program, a regular academic program open to matriculated MIT students, is designed for non-native English speakers to foster effective communication in a variety of academic/professional contexts. Will recruit, hire, and guide lecturers to teach ELS subjects; conduct annual reviews and regular observations for lecturers employed in the program; lead the renewal and promotion process for eligible lecturers; and teach four ELS classes per year (three the first year).
REQUIRED: master’s degree in TESOL, applied linguistics, or related field; experience in a discipline relevant to teaching academic/professional English as a second language (TESL), second language acquisition, technical writing with a specialization in ESL/ELL, professional communication, or related field; at least six years’ experience teaching non-native English speakers in U.S. higher education; experience with written/spoken English language testing; record of program administration and leadership, including experience hiring, mentoring, and reviewing staff; familiarity with communication needs of students, especially in engineering/sciences; interest in pedagogy and experience teaching undergraduate- and graduate-level courses, curriculum design, and learning materials development; record of effective teaching; strong written and oral English communication skills; and evidence of applied knowledge of current research relevant to academic and professional communication and second language teaching and learning, including familiarity with web and video technology. PREFERRED: spoken, written, and cultural proficiency in a language/culture other than English; experience teaching science and engineering writing; and experience teaching/presenting on topics related to academic/professional communication across cultures. Job #19799
For general inquiries, please email email@example.com
Position to begin July 1, 2022. Review of applications will begin on October 1, 2021, and continue until the position is filled.
This is a full-time (twelve-month), renewable, non-tenure track position. The initial appointment is for five years.
Project Lead, Computer Science Teacher Education
Teaching Systems Lab (part-time, 80%), to conduct research into computer science (CS) teacher education in districts and colleges of education. TSL develops teacher practice spaces–games and simulations that let teachers rehearse for and reflect on important decisions in teaching. Will help lead a research-practice partnership with Massachusetts’ school districts to broaden participation in computing education; and use design-based research methods to co-design, implement, evaluate, and iteratively improve teacher practice spaces–embedded in professional learning experiences–that focus on equity teaching practices in CS teaching. Responsibilities include developing and maintaining research-practice partnerships; using partnership-driven and design-based methods to develop innovative professional learning resources; conducting professional development with CS teacher educators and CS teachers in diverse settings; collecting and analyzing data; and supporting writing publications for high-impact scholarly and practitioner venues; supervising collaborators, research assistants, and partners for implementation and research; and participating in service responsibilities within the lab and to related fields.
REQUIRED: bachelor’s degree (advanced degree preferred) in education, learning science, CS education or related field; five years’ experience managing CS related education project and district partnerships; demonstrated understanding of CS education practices, including instructional implementation and curriculum pathways; demonstrated understanding of obstacles to equity in CS education and commitment to supporting educators in overcoming those obstacles; demonstrated understanding of the CS landscape and key stakeholders in MA; familiarity in grantsmanship and leading and submitting grant proposals to federal agencies; proficiency with project management and stakeholder coordination and communication; and proficiency facilitating professional learning experiences for CS educators. PREFERRED: experience leading the development of scholarly research projects and products. Job #20121
Schedule to be determined.
Some travel to field sites in Massachusetts may be required (pending public health issues).
This is a one-year appointment with the possibility of extension.
Visiting Scholars and Postdoctoral Fellows
Visiting Scholars are our way of facilitating the residency of a limited number of distinguished scholars from other academic institutions or accomplished professionals whose expertise coincides with current research groups. The program is part of its mission of working across disciplines, cultures, and communities. Visiting Scholar positions are non-compensated appointments established to accommodate the scholars’ research and enrich the CMS/W research community.
Postdoctoral Fellows come to MIT with grants or fellowships from outside funding agencies or government entities, in order to develop their scholarly and research skills. Funding must be secured prior to making an application for appointment as a Postdoctoral Fellow, and the dates of the appointment must match the dates of the funding.
Read the full details about the benefits and processes of each.
SEARCH CLOSED: Instructional Designer
Teaching Systems Lab (part-time, 50%), to help shape the design, production, and implementation of online and blended learning experiences for school leaders and educators. Duties will include working on a team to develop course syllabi, collaborating with project partners, writing course content, building media and other course materials with the help of a video producer and other team members, designing assessment opportunities, leveraging opportunities for research (and collecting and analyzing data), building course materials on online platforms, and interfacing with contractors and teaching assistants. Will also assist with tasks essential to developing and running online courses, including scheduling video shoots and meetings, intellectual property tracking, proofreading and formatting course content, editing video transcripts, coordinating various course activities such as live events and course bulletins once the courses are running, and corresponding with collaborators.
REQUIRED: a bachelor’s or advanced degree in education, media, communication, social science, or related field; at least three years’ relevant experience; familiarity with educational technology and experience developing online courses; ability to juggle the numerous aspects of a project, manage timelines, and work with deadlines; editorial skills; detail orientation; strong communication skills; and willingness to work on a variety of tasks. Should enjoy being part of a close-knit and hard-working team. PREFERRED: basic graphic design skills, familiarity with HTML, experience with social media in a project context, and familiarity with professional learning and teacher education. Job #20024-7
Schedule to be determined.
SEARCH CLOSED: Lecturer
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.
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 firstname.lastname@example.org.
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: Research Specialist, AI Education
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.
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.
SEARCH CLOSED: Postdoctoral Associate
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.
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
This is a full-time, two-year term position.
Some U.S. travel required.
SEARCH CLOSED: Instructional Designer
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.
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.