The Neag School of Education invites candidates to apply for tenure-track, faculty scholar positions at the rank of Assistant, Associate, or Full Professor and to join a school-wide effort as a member of a newly formed cross-departmental research cluster devoted to conducting comprehensive high quality research to understand, study, and affect student achievement and achievement-related outcomes, practices, and systems in chronically, under-performing schools and districts. We strongly encourage people from diverse backgrounds to apply. The successful candidate will join seven other new faculty members from multiple disciplines in leading this endeavor.

We seek a diverse pool of individuals with (a) strong track records of scholarship and professional engagement, (b) a strong desire to work with academic and research colleagues, and (c) a dedication to high productivity, with documented capacity for high quality empirically and theoretically grounded research including demonstrated experience in quantitative research. This effort should have a major focus on student educational equity and its impact on understanding and improving policies, practices, systems, and outcomes for under-performing schools and districts related to academic and behavior success, school climate, and school improvement. Newly-hired faculty will be appointed to one of three departments (Educational Leadership, Curriculum and Instruction, or Educational Psychology) and may have teaching, service, and research activities located on the Storrs or regional campuses. They will work collaboratively in the research cluster to (a) validate interventions, practices, systems, and policies that have meaningful impact on school improvement in chronically, under-performing schools; (b) participate actively in state and federal policy development, decision making, and research; and (c) proactively engage in quantitative research related to improving functions and outcomes in chronically, under-performing schools.

Job Responsibilities may include:

  • Apply understandings of issues of diversity, equity, and multiculturalism to scholarship
  • Conduct innovative research
  • Pursue and secure external funding to advance the study of issues related to educational equity, academic performance, educational policy, and educational practice in an effort to address school improvement and student achievement
  • Collaborate with other scholars on large research projects involving multiple perspectives and disciplines
  • Teach graduate and/or undergraduate courses as appropriate
  • Advise students at all levels
  • Serve on university committees
  • Provide service to professional organizations


Minimum Qualifications: We seek scholars with an earned doctorate in Quantitative Methods, Measurement/Evaluation/Assessment or related field by time of appointment. Qualified candidates will provide evidence of (a) scholarship emphasizing improvement of student educational equity as related to achievement in chronically under-performing schools; (b) scholarship emphasizing academic performance, school climate and discipline, and/or educational policy, equity, or practice; and (c) dedication to high productivity, with documented capacity for high quality empirically and theoretically grounded research including demonstrated experience in quantitative research. They also should provide evidence or demonstrate potential of success in securing external funding related to the above scholarship. Candidates should have demonstrated success collaborating with faculty members on research projects, securing external funding, and/or developing innovative policies, practices, programs, and/or systems. Minimum qualifications also include evidence of potential to contribute to respective departments through teaching at undergraduate and/or graduate levels, advising students at all levels, and providing service to the university and the professional community.

Preferred Qualifications

Preference will be given to candidates with demonstrated expertise in assessment in the K-12 context with interest and/or experience in issues of educational equity, and whose research agenda, methods, and experiences meet needs/goals of the cluster. We are particularly interested in candidates who have expertise in quantitative methodology or measurement (e.g., Meta-Analysis, Cognitive Diagnostic Assessment, Single Case Design, Sampling Methodology and Power Analysis).
Appointment Terms

This is a full-time, nine (9)-month, tenure track appointment with a start date of August 23, 2013. Salary is competitive based on qualifications and experience. ABD candidates appointed at the rank of Instructor will be eligible for promotion to Assistant Professor if all degree requirements are completed by December 31, 2013.

To Apply

For more information about the application process, please go to Please submit the following: Personal statement describing how you meet minimum and preferred qualifications, current vita, contact information for three references, and up to three samples of scholarly work related to the work of the cluster. Please include your last name and the search number 2013343 in the document title for each document submitted.

Additionally, please follow the instructions in Academic Jobs Online to direct three reference writers to submit letters of reference on your behalf. Review of applications will begin immediately. To ensure full consideration, application materials should be submitted no later than February 1, 2013.

At the University of Connecticut, our commitment to excellence is complemented by our commitment to building a culturally diverse community. We actively encourage women, people with disabilities, and others from diverse backgrounds to apply. The University of Connecticut is an EEO/AA employer.