#19-10 - Staff Researcher

The Center for School Reform at TERC invites applications for a part-time position. The Researcher will work on a research project that involves middle and high school students in addressing climate change through problem-based projects that innovate methods to reduce greenhouse gases.  The project is funded by the National Science Foundation. The position is envisioned for a novice researcher who is interested in developing qualitative research skills. The Researcher’s responsibilities will include, but are not limited to: assisting team leaders with the development of research instruments (surveys, interview protocols); organizing qualitative and quantitative data; conducting literature searches, drafting memos and parts of literature reviews; and assisting with qualitative data coding, and analysis.

Requirements:

- B.A. or B.S. in education or related social science field preferred;
- familiarity with qualitative methods;
- curiosity and willingness to learn on-the-job;
- abilities to work independently and on own initiative;
- abilities to demonstrate strong writing and analytic skills;
- excellent interpersonal skills and abilities to work with members of diverse groups;
- abilities to be well organized and to have excellent time management skills;
- good oral and written communication skills;
- familiarity with qualitative coding software (e.g., NVivo) is helpful but not required;
- knowledge of educational uses of social media
- knowledge of gender, race/ethnicity, social justice, and STEM issues is a plus.

The work will be for 8 hours per week and will begin September 16, 2019.  Applicants must be eligible to work in the United States without sponsorship. Compensation commensurate with experience will be provided.

Please submit a resume and cover letter and sample of your research or writing by email to: gilly_puttick@terc.edu.  Please do not call.


About TERC:

TERC is a not-for-profit R&D organization in Cambridge, MA is committed to improving STEM learning and teaching.  Founded in 1965, TERC is internationally recognized for creating innovative curricula, fostering teacher professional development, pioneering creative uses of technology in education, supporting schools and school districts in the integration of technology into classroom practice and developing equitable opportunities for under-served learners.  Publication of TERC's materials and dissemination of our R&D findings is a top priority.  For more information visit TERC's web site at: www.terc.edu  TERC has a passion for social justice and strives to create level playing fields for all learners, reaching more than three million students every year.  TERC envisions a work community that brings together diverse, multicultural talent to transform futures through math and science education research. 

TERC’s Commitment to Diversity

TERC deeply believes that a diversity of experiences, ideas, and characteristics (race, ethnicity, national origin, gender identity, sexual orientation, socioeconomic status, religion, disability, veteran status, and more) contributes to the creativity and impact of our research. We promote inclusion of such richly diverse perspectives not only to achieve equity in the workplace, but also to cultivate equitable and accessible learning environments in the diverse communities which we serve. TERC is actively seeking to diversify its staff and places a high priority on developing a staff that reflects the diverse communities we serve. We encourage people from all backgrounds to apply. See our EEO Policy Statement for more information.


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