Lead a collaborative team to develop curricula for innovative onramp pathways to credit-bearing college mathematics courses, particularly at the community college level, and collaborate on the Center's other higher education efforts.
Work with a collaborative team to develop curricula for pathways in statistics and preparation for Calculus, to take developmental students to-and-through credit-bearing college mathematics courses at the community college level. Work with advisors to set design principles, course outcomes, and outlines; organize and supervise authors and reviewers to develop all course materials including assessments, instructor notes, and support materials; and edit materials into a coherent and comprehensive curriculum. Manage feedback and review as the course development progresses, and facilitate Dana Center activities to build consensus around the course. Work with Dana Center staff to design technical assistance to instructors. Collaborate with and provide technical assistance support to community college mathematics faculty who are implementing the pilot course(s). Collect and analyze data from test sites for the course(s) and use to revise content. Support publicity efforts around the project, including making presentations and authoring written and electronic resources. Support the Dana Center's higher education work, including working as part of a team to write grants and proposals to support the work.
Participate in Dana Center working groups and other related functions as assigned.
Licenses: Class "C" Operator's Driver's License. Applicant selected must provide a current three year Driving Record from the current state of residence. If not currently a Texas resident, must obtain a Texas Driver's License within 30 days after entering Texas as a new resident.
Master's degree in Mathematics Education, Mathematics, or Education with mathematics emphasis or related STEM field. Experience teaching at the community college level. Six years of combined experience in classroom teaching in grades 9-14, curriculum development, and or supervising or providing technical assistance and support for mathematics teachers or faculty. Demonstrated knowledge of developmental mathematics students. Demonstrated content knowledge of statistics, algebra, trigonometry, and calculus. Demonstrated experience in curriculum development and knowledge of recommendations for mathematics curriculum and instruction set by national professional organizations including AMATYC, MAA, and NCTM. Demonstrated management and organizational skills, including coordinating a project or program within budget, meeting deadlines, and coordinating multiple concurrent projects. Demonstrated strong written and oral communication skills. Demonstrated ability to function as a creative, innovative, and flexible thinker. Equivalent combination of relevant education and experience may be substituted as appropriate.
PhD in Mathematics Education, Mathematics, or Education with mathematics emphasis. More than 8 years of combined experience in community college teaching, teaching mathematics in grades 8-16, teaching developmental mathematics, managing educational projects, and or working with PK-14 teachers. Demonstrated successful experience in faculty leadership, including developing and facilitating professional learning opportunities. Demonstrated strong knowledge of the mathematics underlying the high school and beginning college mathematics curriculum, including developmental mathematics, statistics, quantitative literacy, discrete mathematics, precalculus, trigonometry, and or related topics. Demonstrated broad knowledge of mathematics standards and college-readiness standards. Experience working across levels or communities in education, including working with higher education faculty and or school administrators to build mathematics programs PK-16 or working in business or education coalitions or collaborative endeavors. Demonstrated ability to work independently or as part of a team, to communicate effectively with and facilitate diverse groups, and to maintain professional demeanor.
May work around standard office conditions Travel, including air travel and use of personal or rental vehicle. Occasional weekend, evening, and overtime hours. Use of computer and mathematics-specific technology, including graphing calculators and statistics education software.