Postdoctoral Training Fellowship Program on Rigorous Methods in the Learning Sciences

The Learning Sciences Institute (LSI) at Vanderbilt University is pleased to announce a post-doctoral fellowship program supported by a grant from the Institute of Education Science (IES) at the United States Department of Education. This multidisciplinary training program involves four faculty members: (1) Paul Cobb (training director), Professor of Mathematics Education and Peabody Chair in Teaching and Learning, who will focus on mathematics education in early elementary and middle school, (2) Gautam Biswas, Professor of Computer Science and Engi-neering, who will focus on computer-based learning environments in math and science education, (3) Bethany Rittle-Johnson, Assistant Professor of Psychology, who will focus on teaching and learning of mathematical problem solving in middle school students, and (4) Thomas Smith, Assistant Professor of Public Policy and Education, who will focus on quantitative data analysis and the study of how policy influences teacher quality and student learning. The Post Doctoral fellows will be provided with diverse training and research opportunities in the cognitive sciences, learning sciences, mathematics and science education, as well as in developing instrumentation and procedures for evaluating the effects of educational interventions using randomized field trials.

Each postdoctoral fellowship is for two years, with the possibility of an extension for a third year. Each fellow will be expected to engage in collaborative research on at least two of three IES-supported research projects: (1) evaluation of computer-based learning environments in science domains with an emphasis on assessment and developing measures of content and prepa-ration for future learning, (2) use of contrasting examples to support procedural flexibility and conceptual understanding in middle school mathematics, and (3) conducting randomized field trials to evaluate a fully-developed early mathematics program. The postdoctoral fellowship will involve a lateral cross training component where the fellows will receive research training and mentorship by working across multiple projects, and a vertical scaling up component where the fellows will gain substantial experience in proposal writing by working closely with the PIs to extend the existing development projects to efficacy and replication proposals. The program will also include an education component that is linked to the IES funded Experimental Education Research Training (ExpERT) pre-doctoral program at Peabody College.

We seek highly qualified applicants who have earned a doctorate degree in learning sciences, computer and cognitive science, instructional technology, psychology, mathematics and science education, teaching and learning, policy and leadership, and related areas. The positions carry a stipend of $50,000 per year plus health insurance coverage and support for professional travel. Review of applications will begin on March 15, 2008 and will continue until the positions are filled. The starting date is negotiable between June 1, 2008 and September 1, 2008. Please send a letter of interest, curriculum vitae, and at most two publications (or manuscripts in progress), by electronic mail to amanda.vandoorn@vanderbilt.edu (Direct phone: 615-322-8100). Applicants should be US citizens or permanent residents. Please arrange for three letters of reference to be sent directly to the same email address. If you have questions or require further information, please do not hesitate to contact one or more of the PI’s: Gautam Biswas (gautam.biswas@vanderbilt.edu), Paul Cobb (paul.cobb@vanderbilt.edu), Bethany Rittle-Johnson (bethany.rittle-johnson@vanderbilt.edu) and Thomas Smith (tom.smith@vanderbilt.edu).

Downloads

Post Doctoral Training Program Abstract

Post Doctoral Training Program Proposal

Project Abstract: Evaluating Math Recovery with Student Outcomes Study

Project Abstract: Using Contrasting Examples to Support Procedural Flexibility and Conceptual Understanding in Mathematics

Project Abstract: A Learning by Teaching Approach to help students develop Self-Regulatory Learning Skills in Middle School Science Classrooms

 

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