We are home to nationally recognized leaders in education research and curriculum development, striving to to move STEM learning forward.
As a non-profit research and development organization, TERC is committed to diversity, equity, and inclusion for our researchers, research interests, and the communities we serve. The ERC Postdoctoral Fellowship in Education (EPFE) is a vital path to develop diverse voices among the next generation of educational researchers. The two-year fellowship supports emerging leaders as they conduct innovative research to advance equitable STEM education for all learners.
The EPFE is uniquely positioned to provide intensive support to early-career scholars in a non-competitive and collaborative environment. Since 2005, the EPFE has provided quality mentorships, propelling fellows to careers in academia, non-profit educational research and development, social services, and research and policy consulting.
- Nurture development of early career scholars whose work focuses on STEM education, social justice, and issues related to race, class, culture, and language
- Foster discussions within the TERC community around theories, methods and designs that attend to issues of equity, diversity, and opportunity in STEM education
- Create processes allowing STEM education to address inequality and create expansive learning opportunities for children, youth, and educators in underserved communities
- Diversify representation in STEM education research
The ERC Fellowship Committee is currently hosting two Fellows for its 2017-19 cohort:
- Dionne Champion
- Maria C. Olivares
Past Fellow Quotes
“I developed long-term working relationships with people. It was important to be in a place like TERC, with a bigger intellectual cohort, even beyond my immediate working group.”
“I loved the camaraderie, the ability to deepen and strengthen my work in a non-competitive, safe space… The regular and structured discussions with [my mentors] were very helpful to my growth as a scholar.”
“[The Fellowship] fostered research possibilities that I might not have seen prior to my postdoc. I have the opportunity to consistently work with a group of mentors from both science and mathematics education who constantly pushed my thinking and provided me with opportunities to fine-tune the ways in which I communicate ideas of engineering education, as well as to further consider how science and mathematics inform engineering education.”