Job Title: Organizational Insight Analyst 1
Working Title: Educational Assessment and Evaluation Specialist
VPUE Unit: CTL
Location: Stanford Main Campus; Hybrid (3 or more days/week on site)
Job Code: 4748
Job Grade: J
FTE: 100%
Exemption Status: Exempt
Continuing or Fixed-term appointment period: Fixed term, 5 years
Heralded as a hub of undergraduate innovation, the Office of the Vice Provost for Undergraduate Education (VPUE) creates and sustains meaningful interactions between students and faculty both within and outside the classroom. As a collaborative team member of VPUE, you have a unique opportunity to advance and support programs that touch and enhance the lives of every undergraduate student at Stanford. As a team member in a unit that is also affiliated with the Office of the Vice Provost for Graduate Education (VPGE), your positive impact on graduate students and their teaching and learning will also be substantial.
The Center for Teaching and Learning (CTL) works to increase the integration of inclusive, evidence-based, and innovative teaching and learning practices in Stanford courses and curricula. CTL has a leading voice on campus for issues related to teaching and learning and contributes to educational strategy, practice, inclusion, diversity, equity, accessibility, and belonging through a wide variety of partnerships and initiatives. CTL staff and affiliates hold the following values central and strive to enact them throughout our work, whether administrative, programmatic, or service-oriented: drawing on evidence to inform our work, practicing equity and inclusion, centering participants and their diverse experiences, stewarding resources responsibly, and learning continuously.
CTL seeks an Educational Assessment and Evaluation Specialist for a five-year appointment focused primarily on educational assessment and evaluation associated with a new campus initiative, Leveling the Learning Landscape, which aims to promote students’ belonging and success at Stanford, with an emphasis on the experiences of first generation and/or low-income (FLI) students. In this role, you will report to the Director of Academic Teaching Programs in CTL, work closely with the VPUE Assessments and Program Evaluation (A&PE) team, and collaborate with campus colleagues in Institutional Research & Decision Support, in schools and departments, and in other units. You will play a crucial role in designing and implementing learning- and curriculum-focused assessment and evaluation methods, instruments, and approaches for the Curriculum Transformation component of the Leveling the Learning Landscape (L3) initiative, which will involve working with instructional teams to support their interest in understanding the impacts of changes to curriculum and pedagogy. You will also consult with CTL staff on assessment and evaluation projects and processes for a broader range of CTL programs, as time permits.
In this role, you will:
• Adapt or create educational assessments (e.g. course exams, assessments embedded in courses) to assess student progress toward course goals and inform continuous improvement of courses.
• Carry out educational assessment protocols, or collaborate with instructional staff to do so.
• Analyze results from educational assessment protocols at multiple levels of detail, ranging from individual courses, to academic programs and curricula.
• Collaborate with other stakeholders on campus to evaluate the impacts of curricular and pedagogical changes associated with the Curriculum Transformation Institute and Projects, and other CTL programs.
• Carry out components of evaluation plans developed by the Leveling the Learning Landscape evaluation group.
• Adapt or create evaluation protocols (e.g., surveys, focus group protocols) and answer questions about student experiences and learning in courses.
• Develop approaches to maintaining (e.g. data warehousing) a wide range of evaluation and program monitoring data relevant to the L3 initiative, and other CTL programs.
• Collaborate with VPUE’s Assessment & Program Evaluation team (A&PE), Stanford’s Institutional Research & Decision Support (IR&DS), and academic departments to collect, analyze, and synthesize relevant archival data, to inform and support curriculum and pedagogical change efforts.
• Collaborate with VPUE’s A&PE and IR&DS on collection of new data institution-wide data relevant to Curriculum Transformation Institute projects, and other CTL programs.
• Identify multiple alternative possibilities when assessing curricular practices and educational outcomes.
• Report and present findings related to multiple curriculum change projects associated with the L3 initiative, and other CTL programs.
• Access and retrieve data from large and complex university data systems.
• With supervision, communicate findings to administrators and faculty stakeholders.
• Create program reports to share with campus collaborators and donors representing data visually and providing thematic analysis collected by qualitative and/or quantitative methods.
• Consult with CTL staff on integrating coherent and effective approaches to educational assessment and evaluation into CTL programs.
The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.
To be successful in this role, you will bring:
• Bachelor degree in a relevant technical field and four years’ extensive experience or combination of education and relevant technical field experience solving analytical problems using quantitative approaches
• Proficiency with tasks involved in collecting, manipulating, analyzing, and presenting educational data from varying sources including:
• Preparing and analyzing large quantitative data sets such as from institutional records and surveys.
• Organizing and analyzing qualitative data such as data from open-ended survey items or interviews.
• Experience synthesizing qualitative and quantitative data to inform insights/findings.
• Creating data visualizations for non technical audiences.
• Using data to tell stories to non-specialist audiences .
• Organizing and managing complex and large new data sets from multiple sources.
• Querying, processing, analyzing, and reporting on educational data.
• Experience using appropriate software tools for the contexts listed above. Extensive experience in and strong passion for educational assessment and answering challenging questions using qualitative and quantitative approaches.
• Interpersonal and communication skills to positively convey findings and influence senior leadership & faculty.
• Effective collaboration skills including openness to engage in iterative and collaborative improvement of work products.
• Familiarity with strategic planning concepts, such as logic models, in an educational setting.
• Excellent project management skills.
• Ability to manage time to achieve multiple overlapping and distinct tasks and meet short- and long-term deadlines.
• Attention to detail and accuracy.
• Proactive approach to communication and to continuous improvement of individual and collaborative processes and products.
• Physical requirements, including frequently perform desk-based computer tasks, and on-campus mobility, self-propelled or assisted .
• Working Conditions: May work extended hours during peak business cycles.
• Work Standards:
• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Ability to follow data security principles and policies and maintain confidentiality of data.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu/
*Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of their job.
In addition, preferred requirements include:
• Bachelor degree that included coursework and training in qualitative and quantitative educational assessment, analysis, and evaluation methods plus four years’ extensive experience in educational assessment and evaluation, or an equivalent combination of education and relevant work experience using qualitative and quantitative educational assessment, analysis, and evaluation methods.
• Master’s degree involving advanced study in educational assessment, research, or evaluation (e.g., in Discipline-based Education Research, Education, STEM Education, or Social Sciences, though such training may be obtained in other disciplines depending on the program).
• Familiarity with challenges facing higher education educators developing and refining introductory courses with attention to equity.
• Demonstrated interest, experience, and effectiveness working with student, faculty, and staff populations that are highly diverse in terms of, for example, race, language of origin, ethnicity, nationality, religion, first-generation to college, age, socioeconomic background, sexual orientation, gender identity, and academic experience and interests.
How to Apply
*Please note that completed applications will be reviewed on May 26 and on a rolling basis thereafter, with an anticipated start date in July. People from groups historically and/or currently underrepresented in university education are encouraged to apply.
To apply, please submit a curriculum vitae (C.V.), along with your answers to the following questions in a separate file labeled “Questions”, ensuring that you remove your name and all other identifying information (including institution names, if those are referenced). Please do not submit a cover letter, it is not required and it will not be read or factored into the review process.
At the top of your document, please include a string of four letters: the first two letters of your first name, followed by the first two letters of your last name. For example, the string of letters Gloriana Trujillo would provide would be: GLTR. Please do not include your name, the code is used to de-identify the information for initial reviewers.
- The field in which you hold a Bachelor degree and the number of years that you have extensive experience working on complex analytical problems in education using mixed methods approaches.
- A brief description of your motivation, experience, and effectiveness answering difficult questions about student learning with data. (100-250 words)
- Your first three steps when accepting a new assignment or project, assuming you already have a set of projects at various stages of development and completion. (100-250 words)
- Considering the required and preferred qualifications for the role and what successful candidates will bring (as described in the job description): what experiences or skills have you not yet had a chance to describe above that you believe would enrich your performance in the role? (100-250 words)
Please do not submit documentation not requested. It will be discarded without consideration.
Should you have any questions regarding the submission of your application, or the requested documentation, you may contact Gloriana Trujillo, Director of Academic Teaching Programs, CTL via email at gloriana(at)stanford(dot)edu.
More About the Office of the Vice Provost for Undergraduate Education (VPUE)
As the designated gateway to undergraduate education at Stanford, VPUE strives to connect students intellectually with the full range of our educational opportunities and to promote the active engagement of all faculty, instructors and staff with undergraduate students.
For undergraduates, VPUE is the nexus for programs and initiatives that help students define and achieve their intellectual ambitions and develop a sense of civic purpose at Stanford. These include investigative introductory courses taught by esteemed faculty, targeted classes in writing and rhetoric, undergraduate research support, academic advising and mentoring, overseas and off-campus study programs, evidence-based and inclusive learning and teaching practices, and opportunities to pursue public service campus-wide. For faculty, VPUE serves as a principal conduit for furthering interaction with undergraduates and discovering ways in which working with students can enrich one’s research agenda. VPUE collaborates with faculty, staff and students to provide the world-class experiences for which Stanford is known. All VPUE resources are dedicated to involving faculty with the undergraduate experience, connecting students with transformative opportunities and fully realizing a liberal education at Stanford.
VPUE advocates for and supports diversity, equity, inclusion, and belonging at Stanford through our teaching, policies, programming, and partnerships across the university. VPUE seeks to create a work environment motivated and shaped by the principles of diversity, equity, and inclusion, in which all staff explicitly and mindfully act to implement these principles. We seek a work environment which values input from all, transparency and openness in decision-making, and respectful and supportive engagement.
Why Stanford is for You
Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven individuals to impact the future of our legacy. Our culture and unique perks empower you with:
• Freedom to grow. We offer career development programs, tuition reimbursement, or course auditing opportunities. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
• A caring culture. We provide superb retirement plans, generous time-off, and family care resources.
• A healthier you. Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.
• Discovery and fun. Stroll through historic sculptures, trails, and museums.
• Enviable resources. Enjoy free commuter programs, ridesharing incentives, discounts and more!
*Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.
The expected pay range for this position is $106,000 to $141,000 per annum. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.
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