For information on current School of Education openings, please see:
The School of Education at the University of Colorado Boulder announces six tenure-track faculty positions for the 2015-2016 academic year as its programs expand in the following areas:
- Bilingual Education
- Special Education or Bilingual Special Education
- Elementary Literacy Education
- Democracy and Education
- Anthropology of Education and Qualitative Research Methodology
- Quantitative Research Methodology
All positions are open rank. The School intends to fill at least three positions at the Associate or full Professor level based on the competitiveness of applicants; remaining positions will be filled at the Assistant Professor level.
The CU-Boulder School of Education is located at the flagship campus of the University of Colorado, situated at the base of the Rocky Mountains 25 miles northwest of Denver. The school has a tradition of excellence and offers a welcoming and collaborative environment for scholars who pursue the highest quality research and teaching. As a community, we embrace the principles of social justice, democracy, and diversity as the historic moral imperatives of U.S. public schooling. The school ranks among the nation’s most distinguished in terms of the quality and importance of the scholarly contributions made by its faculty and students.
Graduate degrees (MA & PhD) are offered in five areas of emphasis: Educational Foundations, Policy and Practice; Educational Equity and Cultural Diversity; Curriculum and Instruction; Educational Psychology and Learning Sciences; and Research and Evaluation Methodology. Our exemplary, research-based teacher education programs (undergraduate and graduate) are an integral part of the life of the school. The school also hosts several national and cross-campus centers. Of particular relevance to these positions are the BUENO Center for Multicultural Education, the National Education Policy Center, the Center for Assessment, Design, Research and Evaluation (CADRE), and CU Engage: Center for Community-Based Learning and Research. Find more program information at www.colorado.edu/education/graduate-programs.
Requirements: Candidates for these positions must have an active research agenda, a strong publication record commensurate with experience, and a corresponding record of success in obtaining outside funding. They must be willing to contribute to teaching and program development in the teacher education and graduate programs, and they must be committed to working with culturally and linguistically diverse populations.
Application Materials: Completed applications must include a letter of application specifying the desired position, a curriculum vitae, and contact information for three letters of recommendation. Application materials are accepted electronically at www.jobsatcu.com. Jobs at CU will contact references directly to request that letters of recommendation be uploaded directly to the online application system.
Closing Date: The review of applications will begin on October 15, 2014 and will continue until each position is filled.
The University of Colorado Boulder is committed to diversity and equality in education and employment.
Bilingual Education: Candidates must have a relevant earned doctorate and strong background in bilingual education, as well as experience with curriculum and teaching in elementary and/or secondary public schools. Candidates must have a strong research agenda in an aspect of language acquisition or biliteracy development focused on cultural and linguistic groups in the U.S., particularly Spanish speaking populations in the Southwest. They must have experience with culturally and linguistically diverse students from a variety of backgrounds. Responsibilities include teaching undergraduate teacher education classes focused on the needs of second language learners and emerging bilingual students as well as teaching graduate classes in bilingual/ESL. Preference will be given to candidates who are fluent in spoken and written Spanish and to those with experience in secondary schools.
Elementary Literacy Education: Candidates for this position must have an earned doctorate in literacy education with an emphasis in elementary reading and language arts. They must have experience with curriculum and teaching in elementary public schools and a strong commitment to teacher education. Desired areas of expertise include theory and practice of reading for K-6 grades, digital literacies and new media, or bi-literacies (particularly Spanish/English). We are also interested in candidates who work with children from immigrant families or other historically marginalized communities. Responsibilities include mentoring doctoral students and teaching elementary pre-service and in-service courses in literacy theory and practice, as well as graduate courses in literacy research. We seek applicants who leverage theories of literacy as a social practice, have a strong commitment to practice-based, social justice-oriented teacher education, and are committed to building partnerships with public schools and/or community organizations. There will be opportunities to collaborate with other School of Education programs and centers, and across the larger University of Colorado community. Preference will be given to candidates who employ a multiliteracies perspective and integrate new media in their teaching, and to those who have experience teaching and researching literacy with culturally and linguistically diverse student populations.
Anthropology of Education and Qualitative Research Methodology: Candidates for this position must have a relevant earned doctorate and a program of research that contributes to both anthropology of education and qualitative research methodology. We are particularly interested in anthropologists who (1) have substantive expertise in the production and reproduction of culture, youth identity formation and schooling; or race/ethnicity and gender in education; (2) work with children or youth from immigrant families or other historically marginalized communities in the U.S.; and (3) are qualitative methodologists recognized for their expertise in ethnography, critical research, participatory and community-based research, discourse analysis, design studies, or mixed-methods research. Responsibilities include mentoring doctoral students and developing and teaching graduate qualitative methods courses within the School’s Research, Evaluation and Methodology program and graduate or undergraduate courses in the Educational Foundations, Policy, and Practice program. We seek applicants who are committed to developing and growing the School’s qualitative research program and who can collaborate with School faculty on qualitative and mixed-methods research projects.
Special Education or Bilingual Special Education: Candidates must have a relevant earned doctorate and strong background in special education or bilingual special education, as well as experience with curriculum and teaching in elementary and/or secondary public schools. Candidates must have a strong research agenda in an aspect of special education with a preference given to candidates who have a background in special education with regard to cultural and linguistic groups in the U.S., particularly Spanish speaking populations in the Southwest. They must have experience with culturally and linguistically diverse students from a variety of backgrounds. Responsibilities include teaching undergraduate teacher education classes focused on the needs of special education students as well as teaching graduate classes in special education or bilingual special education. Preference will be given to candidates who are fluent in spoken and written Spanish and to those who have expertise in bilingual/ESL education as well as special education.
Democracy and Education: Candidates for this position must have an earned doctorate in a foundational discipline such as philosophy or political science of education with an emphasis in democracy and education. Desired areas of expertise include democratic education, normative political theory, critical theories of race, foundations of empirical research methods and program evaluation, teacher education, or education policy areas such as open enrollment/school choice, race-conscious education policies, school funding, privatization of education, and school improvement. Responsibilities include mentoring doctoral students and teaching both graduate and undergraduate courses in the social foundations of education, ethics, and education policy. We seek applicants who are excited to engage in the ongoing national discourse concerning the place and nature of public schooling in U.S. society, who provide thoughtful analyses that contribute to the School’s commitment to both social justice and evidence-based policy, who actively participate in the School’s National Education Policy Center and CU Engage Center, and who collaborate with other CU faculty in education research.
Quantitative Research Methodology: Candidates must have a relevant earned doctorate and strong background in the application of quantitative methods in educational research. Candidates must have a strong research agenda contributing to quantitative research methods. Strong programming skills and an ability to apply this towards practical extensions of psychometric and statistical methodology are desirable. Preference will be given to candidates able to develop and/or apply innovative methods that address important issues directly relevant to educational policy and practice. We would be interested in scholars with expertise in emerging areas such as social network analysis and educational data mining. Responsibilities include mentoring doctoral students and teaching introductory and advanced graduate courses in psychometrics and applied statistics/econometrics, including (but not limited to) the topics of item response theory, structural equation modeling, multilevel modeling, experimental and quasi-experimental research designs, and applications of the generalized linear (mixed) model for descriptive, predictive and inferential purposes. We seek applicants who are committed to developing and growing the School’s quantitative research program, who collaborate with other School faculty and cross-campus colleagues on quantitative and mixed-methods research projects, and who actively participate in the School’s National Education Policy Center and Center for Assessment, Design, Research and Evaluation (CADRE).