Postdoctoral Fellow Location:
Atlanta, Georgia Regular/Temporary:
Regular Full/Part Time:
Full-Time Job ID:
The Wallace H. Coulter Department of Biomedical Engineering at Emory University and Georgia Tech is a diverse and international community of faculty, students, and staff who promote equity, diversity, and inclusion on our campuses. We believe that the diversity and contributions of all of our community members are essential and make us who we are. We strive to create and maintain a welcoming and inclusive educational and work environment that values and respects our individual and communal differences. We believe that our impact must reach beyond our classrooms, research labs, and campuses, and beyond the technology we create to improve the human condition where injustice lives. We believe that Black Lives Matter and therefore stand committed to the fight against racism, discrimination, racial bias, and racial injustice. We have compiled these resources to promote racial healing and inclusion.
The STELAR lab in the Georgia Tech Biomedical Engineering Department is hiring for a full-time, multi-year, Postdoctoral Fellowship position focused on researching curricular and cultural change in undergraduate education. The position will support grant funded multi-department program funded by the Kern Entrepreneurial Engineering Network (KEEN).
KEEN’s mission is to graduate engineers with an entrepreneurial mindset (EM
) so they can create personal, economic, and societal value through a lifetime of meaningful work. EM includes not just the formation of a new business, but any activity that directs engineers towards responsible innovation and using entrepreneurial thinking as a path to greater diversity and inclusion. The Biomedical Engineering (BME) department serves a coordinating and leadership role within the grant, which includes multiple engineering departments at Georgia TechResponsibilities
The role will primarily focus on research and learner analyses of faculty to understand their needs, responses, and actions resulting from faculty development efforts. Specific areas will include understanding how faculty perceive students, how they approach education, and how they understand the concepts at the center of the grant. The role may also include responsibilities related to developing and facilitating faculty development activities for faculty across multiple engineering disciplines. The work builds heavily on prior engineering education work on Fidelity of Implementation (c.f., Borrego et al., 2013; Morel et al., 2019).
PhD in educational psychology; learning sciences; cognitive psychology; organizational psychology; engineering education, STEM education; research, measurement, and evaluation; or a closely related field.
Preferred Qualifications A strong candidate will have experience working with engineering faculty as a research population as well as experience with both qualitative and quantitative data collection and analysis. Experience with artifact analysis would also be helpful. Experience with engineering or a similar STEM discipline, especially as it relates to educational norms and discourse, is highly preferred.Knowledge, Skills, & Abilities Applications are welcome from recipients of a PhD in educational psychology; learning sciences; cognitive psychology; organizational psychology; engineering education, STEM education; research, measurement, and evaluation; or a closely related field. Academic and/or professional experience related to the above research areas alongside evidence of research productivity in these areas is strongly preferred. The ideal candidate should have demonstrated the ability to perform work with faculty as well as the ability to take research from ideation to publication. Preference will be given to candidates with demonstrable prior experience in designing, implementing, and researching curricular innovation work that includes faculty as participants in engineering programs.In addition to specific disciplinary knowledge and skill competencies, successful applicants will have demonstrated experience in one or more of the following areas: curricula change, faculty development, student development, engineering education research, and/or educational research methods. Overall, a track record of academic publications, excellent oral and written communications skills, experience working on large scale grants, and implementation-based research projects will also be beneficial. The ability to independently develop and drive a research agenda without disciplinary support will also be critical.Contact Information
Le Doux, Joseph M
Fernandez, Todd M
Equal Employment Opportunity
Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services. Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities. Georgia Tech prohibits discrimination, including discriminatory harassment, on the basis of race, ethnicity, ancestry, color, religion, sex (including pregnancy), sexual orientation, gender identity, national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions. This prohibition applies to faculty, staff, students, and all other members of the Georgia Tech community, including affiliates, invitees, and guests.
Special Applicant Instructions Include:
1. A one-page cover letter in typical academic format2. An up-to-date curriculum vitae3. A published academic writing sample pertinent to the role4. Three references.