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[interestingjobs] Post-Baccalaureate Fellow at the Carnegie Foundation for the Advancement of Teaching
reich at stanford.edu
Tue Jun 26 22:29:08 PDT 2012
The Carnegie Foundation for the Advancement of Teaching is one of the oldest and most impressive foundations working on issues in American education. It is located these days a stone's throw from the Dish on the hill behind Stanford.
The foundation has started a new initiative: hiring a cohort of recent undergraduates, pre- graduate studies, to work full-time on some aspect of the foundation's current work.
There is one more fellowship available, I understand, in the current cohort.
See details below.
Full disclosure: I sit on the board of trustees of the organization.
Updated June 25, 2012
The Carnegie Foundation Post-Baccalaureate Fellowship
In the following Carnegie Foundation program:
2012 Application Information
There is one remaining fellowship opportunity available for the 2012 round of placements. The fellowship is open to candidates who have completed his/her undergraduate degree within the last two years. Applicants must submit the following items:
· A personal statement describing your interest in the Fellowship: how will your engagement in this opportunity advance your own personal and professional goals?
· Two letters of recommendation (with at least one from a professor), evaluating your leadership, communication, analytic, and research skills
· Copy of college transcript(s) – an unofficial copy is acceptable
· Writing sample (15 pages, or less)
To apply, please email your resume, personal statement, and transcript(s) to: PostBacFellowship at CarnegieFoundation.org
Your letters of recommendation may be emailed as well, but they must be emailed directly from your references.
These positions will remain open until filled. The fellowship is expected to start in Summer2012 and extend through June 2014.
· Experience with or commitment to improving the field of education
· Willingness to collaboratively explore and probe the emerging field of improvement science
· Interest or experience in one or more of the following areas is a plus: curriculum development, student motivation and engagement, adult education, language and literacy, both qualitative and quantitative data analysis, project management, formal writing and public presentation skills.
· Demonstrated leadership qualities and skills
· Demonstrated strong English verbal and written skills; be able to write deliverables effectively adhering to tight deadlines
· Creativity and initiative in problem solving
· Flexibility and a high comfort level with ambiguity as well as tasks that span a range of intellectual demand
· Ability to take initiative independently and work harmoniously, graciously, and effectively in a team structure
· Ability to commit to the two years of the fellowship program
· Bachelor’s degree
· U.S. citizenship or permanent residency
· $36K annual compensation
· Generous benefits
· Round trip transportation expenses to and from the Carnegie Foundation in Stanford, California, if needed.
· Temporary housing assistance for up to a month following the initial move to California
· Networking and collaboration opportunities to work with national leaders in the field of education and improvement science
· Training, mentoring, and leadership development opportunities
· Opportunity to attend one relevant national conference or training program per year, with travel and registration expenses paid
· Stanford Courtesy Card which provides use of Stanford facilities and a wide range of discounts
INFORMATION ON THE CARNEGIE FOUNDATION
The Carnegie Foundation for the Advancement of Teaching is an operating foundation located in Stanford, California. Chartered in 1906, the Foundation has carried out a wide range of activities and research to support and advance the work of educators at all levels. The Foundation has embarked upon a new and ambitious program of work. The new focus seeks to pioneer a radically different model of educational research and development, one capable of advancing improvements in student learning at scale.
A major priority of The Carnegie Foundation is working on the daunting challenge of helping more community college students succeed in developmental mathematics. Currently up to 60 percent of community college students place into remedial, sometimes called developmental, mathematics. The vast majority of community college students referred to developmental mathematics never successfully complete their required sequence of mathematics courses. As a result millions of students never achieve their academic goals of a college degree or certificate.
Recognizing the grave consequences for individual opportunity and our economy and society, the Carnegie Statway ™and Quantway ™Networked Improvement Communities have embraced an audacious goal—to increase the percentage of students who achieve college math credit within one year from 5 percent to 50 percent. (http://www.carnegiefoundation.org/developmental-math)
BACKGROUND ON THE PROGRAMS
The Carnegie Foundation has engaged expert community college faculty, academic researchers, curriculum designers and community college students in creating networked communities focused on the high leverage problem of improving the success rates of developmental math students. These Carnegie Networked Improvement Communities (NICs) have developed and launched two new mathematics pathways that provide an alternative to the current community college developmental mathematics sequence. The Statway™ is designed to take developmental math students to and through transferable college statistics in one year. The Quantway™ provides an alternate and accelerated pathway with an innovative quantitative literacy focus in which students use mathematical skills and quantitative and algebraic reasoning to make sense of the world around them.
In addition, both Pathways include an intensive student engagement component called Productive Persistence. Productive Persistence is the tenacity and good strategies students need to be academically successful. To help more students successfully complete the math pathways, we want them to both persist in their studying and attendance (tenacity) and to do so efficiently and effectively (good strategies). These Productive Persistence supports include fostering productive mindsets, along with developing the skills needed for academic success.
Lastly, in an effort to learn by doing and continuously improve outcomes, the Carnegie Foundation and The Statway™ and Quantway™ Networked Improvement Communities are engaged in mapping and implementing the tenets, tools, and methods of improvement research found in healthcare and industry to develop a science of performance improvement in education. In an effort to establish a “third way” to think of education research, beyond translational academic research and the practitioner knowledge found in communities of practice. The proposed “third way” partakes of each of these traditions and brings to bear an emerging science of improvement research to work on high leverage problems of practice in ways that produces knowledge that drives improvement -- ultimately at system-wide scale.
THE FELLOWSHIP OPPORTUNITY
Improving the outcomes for community college developmental math students require the focused and sustained efforts of many individuals working on a myriad of interwoven work-threads. The Post-Baccalaureate Fellow will work closely with Carnegie staff on the integrated and varied development, implementation and evaluation work-threads within the Statway™, Quantway™ and Productive Persistence initiatives. Some of these include developing, evaluating and revising innovative curriculum; working closely with faculty in implementing the Statway™ and Quantway™ instructional system effectively; researching, engineering, implementing and evaluating Productive Persistence activities; removing language and literacy barriers to student success within the course materials; coordinating the Statway™ and Quantway™ NICs as they focus on improving the curricula and their practice; organizing and/or creating outreach presentations and written materials; and analyzing student data.
The details of the workscope for the Carnegie Fellow will be determined in conjunction with the incumbent, taking into account his/her background, strengths, interests, and goals. Emphasis will be placed upon the educational and growth goals of the incumbent. That said, representative duties may include:
· Participate in inquiry cycles investigating issues relevant to the work of the Carnegie
o Scan literature and the field for effective practices.
o Collaborate with researchers and practitioners to test emergent ideas.
o Develop useful “knowledge products” to inform activities in the field.
o Assist in writing reports of what is learned.
· Assist in organizing convenings of researchers, tool developers, practitioners and policy makers that result in productive conversations to improve student learning.
o Participate in the design of the agenda.
o Contribute to the execution of a high quality event.
o Assist in summarizing what is learned.
· Develop, revise or improve mathematics curriculum and other initiative artifacts
· Coordinate communications with network improvement community members
· Develop outreach and presentation materials
· Work on various performance and predictive analytic tasks, such as;
o Develop, test, refine practical measures of outcomes and work processes
o Data entry, data coding, cleaning, analyses
o Preparation of reports and displays of results of analyses
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