Learning Research Lab Postdoc & Graduate Associate

Positions Available:
1-2

Description:
The ND Learning | Kaneb Center for Teaching Excellence seeks graduate students and postdocs to serve as Kaneb Center Postdoctoral and Graduate Associates (PGAs)A potential PGA would work with a team of faculty on course assessment, program/grant evaluation, conference proposals/presentations, and support articles for publication.  If hired you would participate in applied learning research and work toward submitting at least one co-authored article for publication, submitting a conference and/or grant proposal, and creating a culminating poster presentation or conducting faculty SoTL and assessment-related workshops. This position is an excellent opportunity to develop as a professional,  a teaching scholar-practitioner. For more information see the ND Learning Research Lab blog at: https://kaneb.nd.edu/real/.

Qualifications:
Applicants should have completed one or more semesters of TAing or teaching, preferably at Notre Dame, before holding this position. Postdocs may be eligible, Advisor and DGS approval will be required before hiring is finalized.

Hours per week:
Throughout the academic year, PGAs contribute an average of 5 hours per week, scheduled according to availability.

Hourly Rate:
Receive pay up to $20/hour.

Schedule:
Any day of the week, some remote work is possible and the time of day is flexible with your schedule. They will attend at least 1 lab meeting every two weeks.

Comments:
To apply, please submit the information below to Dr. G. Alex Ambrose, Director of Learning Research at Notre Dame Learning | Kaneb Center of Teaching Excellence at gambrose@nd.edu
-Name
-Phone
-Department
-Current year in graduate school & anticipated year of graduation
-Paragraph describing your interest in this position

Learning Research Lab Undergraduate Research Assistant

Positions Available:
1-3

Description:
In this job, you will plunge headfirst into applied educational research with Notre Dame Learning’s Kaneb Center for Teaching Excellence. The center conducts multidisciplinary research revolving around higher education, including improving classroom space and course design and evaluating indicators of active learning. You will design and disseminate digital surveys to faculty and students and gain experience with technology, data analytics, and visualization. You will also conduct individual research as necessary for each project. No previous experience is necessary to apply. Full-time work in Notre Dame Learning’s Kaneb Center for Teaching Excellence may begin this semester or next semester, depending on the candidate’s preference, but a few days of mandatory training this semester is required. For more information see the ND Learning Research Lab blog at: https://kaneb.nd.edu/real/.

Qualifications:
The successful candidate will have…
-Independent problem-solving skills
-Good critical thinking and communication skills
-Patience and friendly attitude towards those seeking help
-Ability to learn and use new technology

Hours per week:
5-10

Schedule:
Any day of the week, some remote work possible and flexible with your schedule

Hourly Rate:
The hourly rate can be discussed during the interview but can range between $8.32-$10

Comments:
To apply, please submit the information below to Jessica Staggs jstaggs@nd.edu of Learning Research Labat Notre Dame Learning | Kaneb Center at gambrose@nd.edu
-Name
-Phone
-Current year & anticipated year of graduation
-Resume
-Interview availability of day/time ranges

Postdoctoral Scholar: Educational Data Science
University of Notre Dame: Office of the Provost: Lucy Family Institute for Data and Society

Description:
The University of Notre Dame is committed to offering an unmatched learning experience for all students (undergraduate, graduate, professional). The Lucy Institute for Data & Society and ND Learning (the University’s learning organization) invite applications for a postdoctoral scholar in educational data science to help us advance this work. We are especially interested in scholars who have demonstrated expertise that connects quantitative methods with applied inclusive pedagogies and scholars who wish to conduct original research into learning efficacy AND implement that research at Notre Dame as part of a dynamic and collaborative team with deep experience in data mining, learning analytics, assessment, learning/instructional design, and pedagogical science.

The position will offer opportunities to expand experience in:
-This position is funded jointly by the Lucy Family Institute for Data & Society and Notre Dame Learning; the postdoc will be supervised by Dr. Ying (“Alison”) Cheng in the Department of Psychology and will also be a team member of ND Learning.
-The salary range is anticipated to be 55-60K. The initial appointment is for one year, with the possibility of renewal for an additional two years. We will begin reviewing applications on January 28th, 2022 with a close date of 2/15/2022. The start date of the position is flexible, but we expect the postdoc to begin their appointment no later than July 1, 2022.

Qualifications:
Ph.D. in quantitative methods, educational psychology, learning science, statistics/data science or a closely related field, in hand by the time of hire.Experience conducting educational research in school settings.

Preferred Qualifications: Experience in the following areas: quantitative methods, including machine learning, structural equation modeling, and multi-level modeling; inclusive pedagogy or educational development in higher education; student engagement and learning analytics; identity, psychometrics, or log data analysis.

We welcome applicants with at least one or more of these desired qualifications (we do not expect applicants to have expertise in all of these domains).

Application Instructions
Please submit your expressions of interest in this postdoctoral opportunity here, including:
-Current CV
-A cover letter that includes a statement of research interests and a description of scholarly and professional experience relevant to the position
-No more than three relevant publications (aligned with this position)
-A References Document with contact information for at least three scholarly references (The committee will not contact references until finalists are selected.)

Deadline: Feb 15, 2022 at 11:59 PM Eastern Time

Apply here at https://apply.interfolio.com/99837

Abstract:

Mastery-based learning provides an opportunity for higher education to reimagine the purpose of assessment, which is one of the primary challenges faced by educators and students throughout the COVID-19 pandemic. This poster session will showcase formative assessment using a mastery-based grading approach in one college-level math course offered in dual mode to explore how different groups across the university work collaboratively to innovate teaching and learning with effective pedagogical practice to promote student success.

Click here to zoom into the poster

Click here for the paper

To Cite:

Hsu, Kuang-Chen, Mulholland, Brian Ambrose, G. Alex, Szekelyhidi, Sonja Mapes, Craker, Andrew (2021) “Flexible Assessment in Math During (and After) COVID” Association for Educational Communications and Technology (AECT) Conference.

Description:

On Oct 27th, 2021, a panel of faculty from Math, Chemistry and Neuroscience will share lessons learned when moving from a few high stakes assessments (exams) to more frequent low stakes assessments (quizzes) and in one case providing a mastery-based learning opportunity. Panelists will discuss why they made the shift, how it worked, and what they will do next. Ample time will be reserved for Q&A.

Panel Members:

• Sonja Mapes, Associate Professor of the Practice, Director of Undergraduate Studies, Department of Mathematics
• Rachel Branco, Assistant Teaching Professor, Department of Chemistry & Biochemistry and Neuroscience & Behavior
• Kelley Young, Assistant Teaching Professor, Department of Chemistry & Biochemistry

Moderator: 

• G. Alex Ambrose, Professor of the Practice, Director of Learning Research, ND Learning | Kaneb Center for Teaching Excellence

Resources:

• Recording of the Panel:
  • Video  1:12:00 (with captioning)
• Slidedeck with Hyperlinked References to Related Scholarship:
  • Faculty Panel: Enhancing Learning with Low Stakes Assessments
• Sample Course Syllabi (from the Panelist)
  • Google Drive Shared Folder
• In the Library:
  • Effective grading: a tool for learning and assessment in college. Barbara E. Fassler Walvoord and Virginia Johnson Anderson. San Francisco, CA : Jossey-Bass, c2010.
    LB 2368 .W35 2010

How to cite/share:

• Young, Kelley, Mapes, Sonja, Branco, Rachel, Ambrose, G. Alex (2021) “Enhancing Learning with Low Stakes Assessments” Faculty Panel, ND Learning | Kaneb Center for Teaching Excellence. The University of Notre Dame.

Click here to watch the instructor-produced video explaining the course
and the mastery-based grading system to students.

Click here for the Calc III course syllabus documents.

On June 3, 2021, ND Learning supported Teaching Professor Brian Mulholland’s presentation to the Board of Trustees. on “Enhancing Learning with Low-stakes Assessment & Mastery Grading in Math During COVID” that spotlighted sliver lining learning stories coming out of the Pandemic.

Click here for the slide deck

Mulholland, Brian, Szekelyhidi, Sonja Mapes Hsu, Kuang-Chen, Barry, Kevin, Ambrose, G. Alex (2021) “Enhancing Learning with Low-stakes Assessment & Mastery Grading in Math During COVID.” University of Notre Dame Board of Trustees Meeting. June 3, 2021.

Kaneb Center Postdoctoral and Graduate Associates in Learning Research

Description:

The ND Learning | Kaneb Center for Teaching Excellence seeks graduate students and postdocs to serve as Kaneb Center Postdoctoral and Graduate Associates (PGAs) in the Research and Assessment for Learning (ReAL) Lab for the 2020-2021 academic year. The PGA will become acquainted with the fundamental concepts and core practices of the Scholarship of Teaching and Learning (SoTL), an inquiry that examines the intersection of instruction and student learning across disciplines in higher education. 

A potential PGA would work with a team of faculty on course assessment, program/grant evaluation, conference proposals/presentations, and support articles for publication.  If hired you would participate in applied learning research and work toward submitting at least one co-authored article for publication, submitting a conference and/or grant proposal, and creating a culminating poster presentation or conducting faculty SoTL and assessment-related workshops. This position is an excellent opportunity to develop as a professional,  a teaching scholar-practitioner. For more information see the ReAL Lab blog at: https://kaneb.nd.edu/real/.

Details:

Throughout the academic year, PGAs contribute an average of 5 hours per week, scheduled

according to availability, and receive pay of $20/hour. They attend weekly meetings with Dr. G. Alex Ambrose, Director of Learning Research at Notre Dame Learning | Kaneb Center. 

Applicants should have completed one or more semesters of TAing or teaching, preferably at Notre Dame, before holding this position. Postdocs may be eligible; contact gambrose@nd.edu for more information. Advisor and DGS approval will be required before hiring is finalized. Applicants must be in residence during the fall 2020 and spring 2021 semesters. 

To apply, please submit the information below to kaneb@nd.edu by 11:59pm, Wednesday April 27, 2020. Interviews will take place in late April and early May.

– Name

– Phone

– Email

– Department

– Current year in graduate school & anticipated year of graduation

– Paragraph describing your interest in this position

The US State Department funded a USAID grant to have the University of Notre Dame and Harvard join the Paraguayan Development Institute’s led program named “Rule of Law and Culture of Integrity” (ROLCI) in Paraguay. The ROLCI Program is an initiative of Development Institute (ID)and the United States Agency for International Development (USAID). The goal was to strengthen Paraguayan higher education institutions to improve the rule of law and culture of anti-corruption in Paraguay. The team, lead by the Keough School of Global Affairs’s Pulte Institute for Global Development, gathered trainers and experts from ND Learning | Kaneb Center, OIT”s Teaching and Learning Technologies Group to create, translate, facilitate, and record an interactive webinar series on using state of the art technologies and online pedagogies during and after COVID-19. 170  legal professors from several law schools and training centers in Paraguay such as the National University of Asunción, the National University of Ciudad del Este, the National University of Concepcion and the National University of Caaguazu, the International Center for Judicial Studies of the Supreme Court of Justice, the Public Defense Ministry’ training center, the Judicial School of the Council of the Magistracy and the Public Ministry Training Center, attended and participated in the 6-part live dual-language series. Individual workshops included the following topics and goals (note: the links are to the shared zoom recordings and translated slide decks):

Workshop Title	Description & Goals	Links to Recordings
Online Learning Exploratory Session	•Country and Campus exchange •Open dialogue and needs assessment	Recording
Flexible Teaching & Learning Course Design	•Reassess your course design: situational factors, learning goals, and assessment structure for resilient teaching •Develop broad strategies for engaging your students and helping them achieve the course learning goals regardless of class modality •Describe general principles of resilient teaching  •Apply principles of inclusive teaching that apply across modalities	Recording
Flexible Teaching Methods Part 1: Live and Pre-Recorded Lecturing with Zoom	•Utilize basic pedagogical design principles for using Zoom technology for synchronous and asynchronous teaching •Experience as a participant in a live Zoom session with backchannel chat, share/annotate screen, live polling and documents	Recording
Flexible Assessment Part 1 (Summative): Alternative Assessments & Exam (Re)Design	•Describe different exam methods and forms •Redesign (if needed) your traditional exam/assessment for a remote classAdapt administration procedures to the online environment	Recording
Flexible Teaching Methods Part 2: Active Learning Strategies with Free Google Tools	•Understand the reasons for incorporating active learning •Describe & experience possible tools and strategies for hybrid active learning •Select & apply active learning strategies	Recording
Flexible Assessment Part 2 (Formative): Assessing Participation, Preparation, and Attendance	•Understand the difference and relationship between formative and summative assessment •Define the role and value of participation, preparation, and attendance in a resilient class •Apply concrete strategies for using participation, preparation and attendance for formative assessment purposes	Recording

Key collaborators on this project included:

• Edward Jurkovic, Program Manager. Pulte Institute for Global Development
• Lorena Gaona Greenwood, Monitoring and Evaluation Specialist, Development Institute
• G. Alex Ambrose Phd, Director of Learning Research, Kaneb Center, Notre Dame Learning
• Jennifer Zachman, Associate Professor, Modern Languages, Saint Mary’s College
• Kevin Abbott, Educational Technology Specialist, OIT
• Kristi Rudenga PhD, Director of Teaching Excellence, Kaneb Center, Notre Dame Learning
• John Kuehn, Adjunct Professor of Law, Notre Dame Law School 
• Kari Gallagher, Adjunct Professor of Law, Notre Dame Law School
• John Conway, Adjunct Professor of Law, Notre Dame Law School

For more information about this project see:

• Notre Dame innovates at home and abroad to further Paraguayan program despite pandemic restrictions
• USAID Paraguay Rule of Law and Culture of Integrity
• The Development Institute’s Rule of Law and Culture of Integrity ROLCI program
• Programa Estado de Derecho y Cultura de la Integridad – Instituto Desarrollo ( https://desarrollo.edu.py/rolci/)

Schalk, Catlin, Young, Kelley, Ambrose, G. Alex, Duan, Xiaojing, Weber, Woodard, Victoria (2020) “Inclusive learning analytics for identifying and boosting non-thriving students in large-enrollment general chemistry course.” Biennial Conference on Chemical Education. Poster.

Because of the global COVID-19 pandemic, the 2020 Biennial Conference on Chemical Education was terminated on April 2, 2020, by the Executive Committee of the Division of Chemical Education, American Chemical Society; and, therefore, this presentation could not be given as intended

ABSTRACT
Our goals are to identify non-thriving students in a gateway introductory chemistry course, and to develop methods that increase student success and retention rates in the College of Science and College of Engineering. General Chemistry is required for all first semester STEM majors, which totaled 949 students in Fall 2019. Specifically, our focus is on maximizing students’ potential to thrive — that is earning a final grade of C or higher in the course — not just to survive the class. We use student background data, historical performance data, as well as real-time academic performance data in the development of a visual analytics dashboard. This inclusive learning platform is a tool for instructors and administration to identify admissions characteristics and academic performance triggers that lead to non-thriving in the course, or in STEM programs. Course homework and exam item analysis was conducted to identify students who are not likely to thrive based on course performance identifiers so that early actions can be taken to intervene during the semester to boost the chances of these students to thrive in the course. Additionally, a special treatment program, the Science and Engineering (S&E) scholars program, is implemented as an effort to close the achievement gap of underserved and underprepared students while also maintaining the rigor of the course. The 45 students in this small cohort take a summer math refresher course, are enrolled in the same chemistry and calculus sections together, have a reduced course load, and attend extra graded problem solving classes with more one-on-one time with experienced professors and TAs.

One Sentence Overview:
•This study identified students that had the potential to be “non-thriving” at the end of the semester based on historical data and boosted these students in an attempt to improve their performance in the course.

Key Takeaways:
• A trigger of 80% or lower on one of the first three homework assignments was successfully implemented to identify and boost potentially “non-thriving students”.
• Students who responded to the personalized action plan in their boost email performed better than those who did not respond and those who would have been boosted based on the same trigger in the 2017 and 2018 fall semesters.

Citation & Link to the Full Paper & Slides:
Bartolini, A.; Running, C.; Duan, X.; Ambrose, G. Integrated Closed-Loop Learning Analytics Scheme in a First-Year Engineering Course. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020.

Click here for the presentation slides

poster upload comming soon