Job Description:
Posting Description
SENIOR AI APPLICATION DEVELOPER, Comparative Media Studies/Writing-MIT Scheller Teacher Education Program (MIT-STEP), will help to design and develop artificial intelligence supports for collaborative learning for k-12 students and teachers; develop AI-integrated tools (leveraging existing AI services), support design-based research, and participate in writing and publishing articles/reports for scholarly and practitioner communities. MIT-STEP is a leader in designing for and integrating educational technology into K-12 classrooms.
Job Requirements
REQUIRED: Bachelor’s degree or four years of work experience in computer science/software development; an additional minimum of five years of experience designing, building, and deploying web or mobile applications; experience working with web frameworks utilizing Python and HTML5; familiarity with the current field of generative AI tools; experience in system architecture; interest in advancing excellence and education for all students through improving classroom learning; excellent communication skills; and ability to work independently and contribute to an interdisciplinary team. PREFERRED: Earned master’s degree or doctorate in computer science/software development with an emphasis on human-computer interaction, applications of generative AI, or related areas; experience with LLMs and associated APIs, and AI system engineering techniques; mobile optimization and mobile app development; proficiency in leading a design collaborative composed of multiple stakeholders who work together to create user-focused materials; experience as an educator in formal or informal learning environments; an approach to design as a space to bring joy and fun into learning experiences; a passion for education all students; and the ability to work well on an ever-evolving project. Job #24714-9
Some U.S. travel is required.
This is a temporary, 12-month position. Renewal is possible depending on funding.
Location: Hybrid; 2-3 days/week on-campus.
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).
Job Requirements
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
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.
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.