Assistant/Associate Professor
Educational Culture, Policy, and Society
University at Buffalo
The Department of Educational Leadership and Policy (ELP) at the University at Buffalo (UB) is inviting applications for an Associate/Assistant Professor position in Educational Culture, Policy and Society (ECPS), with specific attention to ethnographically based research and teaching practice that is situated in the relationship between schooling and social and economic forces and consequences in national and /or global context. Candidates for the position should have experience conducting research on institutional policies/practice and outcomes (e.g., academic achievement, academic attainment, occupational status and /or income) and be able to teach courses on macro level educational policy issues (e.g., teacher compensation, charter schools, STEM schools, school choice, high-stakes testing, postsecondary access, student dropout, gender and racial/ethnic inequities) and/or micro level educational policy issues such as tracking, among others, as linked to outcomes of interest. In addition, candidates should have: 1) a strong publication record, preferably in top-tier peer reviewed venues; 2) a track record of obtaining funded research grants with federal agencies such as NSF, IES, NIH, and/or private research foundations (e.g., Spencer, WT Grant, Russell Sage); 3) evidenced strong propensity towards participating on interdisciplinary and cross-method research teams, including experience with grant writing, research design and execution; and 4) wants to join a dynamic team of committed scholars who represent the best methodologies--quantitative, qualitative and mixed methods approaches-and is concerned with issues of equity, access and education in national and, by extension, global perspective.
The hire is expected to be a "team-player," and to help produce grant applications and be part of externally funded projects to benefit their own work and that of their colleagues in the program. Given that the proposed hire will likely have a strong disciplinary background in Sociology, Anthropology, and/or Policy Studies, the individual will be expected to substantially contribute to drawing students from outside the Graduate School of Education for the newly constructed Certificate of Completion in Qualitative Methods. Drawing such students and forging relationships with disciplines outside GSE is increasingly critical, given that many federal and even private granting agencies are looking towards multi-method and cross-disciplinary research teams in order to address large-scale research questions of critical importance in the social and educational arenas.
Candidates must have an earned doctoral degree in a program comparable to ECPS in a School of Education, or in Sociology of Education, Anthropology of Education, or Policy Studies from Departments of Sociology, Anthropology or Policy Studies. Candidates are expected to have: (a) a solid record of scholarship and publication, (b) a record of participating on an externally funded grant team; (c) strong interest and ability in writing grants; and should have evidenced ability or strong predisposition to work collaboratively with colleagues using a variety of research methods. In addition, the successful candidate must be willing and able to 1) offer rigorous ethnographic methods courses in ELP so as to add strength to the recently configured Certificate of Completion Certificate in Qualitative Methods; and 2) offer foundational courses as part of the Teacher Education program.
Educational Culture, Policy, and Society
University at Buffalo
The Department of Educational Leadership and Policy (ELP) at the University at Buffalo (UB) is inviting applications for an Associate/Assistant Professor position in Educational Culture, Policy and Society (ECPS), with specific attention to ethnographically based research and teaching practice that is situated in the relationship between schooling and social and economic forces and consequences in national and /or global context. Candidates for the position should have experience conducting research on institutional policies/practice and outcomes (e.g., academic achievement, academic attainment, occupational status and /or income) and be able to teach courses on macro level educational policy issues (e.g., teacher compensation, charter schools, STEM schools, school choice, high-stakes testing, postsecondary access, student dropout, gender and racial/ethnic inequities) and/or micro level educational policy issues such as tracking, among others, as linked to outcomes of interest. In addition, candidates should have: 1) a strong publication record, preferably in top-tier peer reviewed venues; 2) a track record of obtaining funded research grants with federal agencies such as NSF, IES, NIH, and/or private research foundations (e.g., Spencer, WT Grant, Russell Sage); 3) evidenced strong propensity towards participating on interdisciplinary and cross-method research teams, including experience with grant writing, research design and execution; and 4) wants to join a dynamic team of committed scholars who represent the best methodologies--quantitative, qualitative and mixed methods approaches-and is concerned with issues of equity, access and education in national and, by extension, global perspective.
The hire is expected to be a "team-player," and to help produce grant applications and be part of externally funded projects to benefit their own work and that of their colleagues in the program. Given that the proposed hire will likely have a strong disciplinary background in Sociology, Anthropology, and/or Policy Studies, the individual will be expected to substantially contribute to drawing students from outside the Graduate School of Education for the newly constructed Certificate of Completion in Qualitative Methods. Drawing such students and forging relationships with disciplines outside GSE is increasingly critical, given that many federal and even private granting agencies are looking towards multi-method and cross-disciplinary research teams in order to address large-scale research questions of critical importance in the social and educational arenas.
Candidates must have an earned doctoral degree in a program comparable to ECPS in a School of Education, or in Sociology of Education, Anthropology of Education, or Policy Studies from Departments of Sociology, Anthropology or Policy Studies. Candidates are expected to have: (a) a solid record of scholarship and publication, (b) a record of participating on an externally funded grant team; (c) strong interest and ability in writing grants; and should have evidenced ability or strong predisposition to work collaboratively with colleagues using a variety of research methods. In addition, the successful candidate must be willing and able to 1) offer rigorous ethnographic methods courses in ELP so as to add strength to the recently configured Certificate of Completion Certificate in Qualitative Methods; and 2) offer foundational courses as part of the Teacher Education program.
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