Available Positions

Postdoc in HS Computational Physics Education (Student Learning)

Applications are invited for a post-doctoral researcher for a recently funded National Science Foundation project, “Integrating Computational Science Across Michigan.” This project is supported by a collaboration that joins the Michigan State University's Department of Physics and Astronomy (Prof. Danny Caballero and Prof. Paul Irving) and its College of Education (Prof. Niral Shah and Prof. David Stroupe). The successful candidate for the current position will work collaboratively with team members to design multiple professional development workshops and an on-going support system for high school physics teachers in Michigan who are interested in integrating numerical computation and modeling into their classes. In addition, the candidate will conduct research on student learning and engagement as teacher’s work to implement their co-designed computational activities. More information

Postdoc in HS Computational Physics Education (Teacher Education)

Applications are invited for a post-doctoral researcher for a recently funded National Science Foundation project, “Integrating Computational Science Across Michigan.” This project is supported by a collaboration that joins Michigan State University's College of Education (Prof. Niral Shah and Prof. David Stroupe) and its Department of Physics and Astronomy (Prof. Danny Caballero and Prof. Paul Irving). The successful candidate for the current position will work collaboratively with team members to design multiple professional development workshops and an on-going support system for high school physics teachers in Michigan who are interested in integrating numerical computation and modeling into their classes. In addition, the candidate will conduct research focused on two areas: 1) teachers’ instructional practices, and teacher learning as individuals and as a community of practitioners; and 2) teachers’ attention to equity-related patterns in student participation, and students’ subjective experiences related to equity and inequity in classrooms. More information