<p>REQUIRED: Ph.D. in Learning Sciences, Science or STEM Education, or related fields; robust organizational skills and time management skills; experience with design-based research including the design of learning environments (e.g., STEM curriculum, software) to develop theories about learning in the authentic learning contexts; robust background in qualitative analysis, including analysis of video data, interviews, and artifacts to build evidence-based claims for learning; deals with confidential information and/or issues using discretion. PREFERRED: Robust background in science education and Learning Sciences research with understanding of computation and modeling in science learning; subject area expertise in Math, Science and/or agent-based modeling; knowledge of current research in modeling (including computational modeling), and inquiry-based science education; experience with classroom teaching; experience working on a Research Practice Partnership (RPP); experience designing or facilitating professional development for K-12 STEM teachers; familiarity with NGSS and aligned curricula; basic experience with Learning Analytics; and robust writing skills. Job #24927</p> <p>This is a temporary, one-year 50% FTE position. The position may be extended for an additional year based on mutual interests and needs. Early career applicants are encouraged to apply.</p> <p>The position is based in the Washington, D.C. area and entails frequent site visits to DC public schools. A candidate should be able to arrange their own transportation to the schools.</p> <p>4/25/2025</p> <p>RESEARCH SCIENTIST 1, Comparative Media Studies/Writing, to work closely with DC public schools as part of an NSF DRK-12 Research-Practice Partnership (RPP) titled: Designing Computational Modeling Curricula across Science Subjects to Study how Repeated Engagement Impacts Student Learning throughout High School (DC-Models). Will collaborate with a larger team to organize and conduct mixed methods research with a large urban district including district-level leaders and teachers to explore integration of computational thinking in science classes; and build and maintain relationships with district leaders and teachers through regular communication (e.g., site visits & email) and provide dignity-affirming care (~1 hour/week).</p>