Meadows Center for Preventing Educational Risk - Associate or Full Research Professor

Description

The Meadows Center for Preventing Educational Risk (MCPER), an Organized Research Unit in the College of Education at the University of Texas at Austin is seeking a research faculty member in the area of literacy and/or emergent bilingual students at the rank of Research Associate Professor or Research Professor. We are seeking a colleague who will conduct research on interventions and prevention-oriented approaches within the K-12 school system. This is a non-tenure track (i.e., professional-track) position. The successful candidate will have a primary appointment in The Meadows Center for Preventing Educational Risk and a faculty appointment in the Department of Special Education.

 The Meadows Center for Preventing Educational Risk maintains robust funding from federal, state, and private foundation sources. It is situated within the College of Education that is ranked in the top eight best education schools by U.S. News and World Report. Researchers at the Meadows Center for Preventing Educational Risk include professors on the tenure track, research professors, and social scientists who received more than $280 million in grants to support important research efforts that contribute to the scientific base across multiple topics in education. Researchers have an international impact on issues related to literacy development and are highly productive in research, publishing, and obtaining external funding. As such, we have a longstanding commitment to the shared values of equitable opportunities, excellence, innovation, empowerment, community-focus, and endeavors to bridge research and practice. We value working collaboratively with educators, families, communities, policymakers, and funders as we implement practices with fidelity and collect valid and reliable data. Operating with clear lines of communication that promote a culture of transparency facilitates our commitment to disseminating accurate information in a way that promotes positive change.

The College of Education, ranked among the top public colleges of education in the country, has a longstanding commitment to research in education and health with the goal of improving lives and enhancing the well-being of children, schools and communities. We study the ways that people learn and develop physically and mentally by exploring areas that influence policy. The driving force for our research is to increase educational opportunity and improve public health.

 The successful candidate for this position will have a demonstrated track record of research excellence focused broadly on literacy and/or emergent bilingual students.

Responsibilities:

• Develop and/or maintain a strong record of securing external grants to support a programmatic area of research, at the level   necessary to ensure continued productivity and impact.
• Demonstrate and maintain a strong record of working with school leaders and teachers in K-12 schools to carry out intervention research focused on literacy outcomes in a way that embraces context-informed approaches.
• Disseminate research findings to the research community in high-impact, peer reviewed journals, other publications, and at national/international meetings, and to funding agencies
• Disseminate research findings to a variety of school system stakeholders through peer-reviewed practitioner journals, practitioner conferences, and school stakeholder meetings.
• Engage with the academic enterprise through mentorship, supervision of students, or teaching at some level.

Qualifications

REQUIRED QUALIFICATIONS

• Ph.D. in special education, school psychology, psychology, or other closely related field.
• Record of scholarly leadership (i.e., refereed publications, extramural funding) in the area (s) of literacy, special education, and/or literacy instruction for emergent bilingual students.
• Demonstrated record of securing extramural research funding and completing the requirements required of the funding agency.
• Demonstrated record of conducting randomized controlled trials and/or quasi-experimental studies in the K-12 school setting.

As a venue for research, Texas is home to more than 10% of the nation’s K12 student population, more than half who identify as Hispanic. The University of Texas at Austin is the flagship state university of Texas, and one of the few universities in the U.S. that is both a member of the prestigious Association of American Universities and designated as a Hispanic Serving Institution. UT Austin values and supports interdi