If there are any available positions within Biology, they will be listed below.
Application period closes: Sunday, July 15, 2018
We welcome applications for a post-doctoral position to work on Sphagnum systematics and biogeography in the Shaw lab in the Biology Department at Duke University. The post-doctoral research is focused on the systematics, biogeography, and molecular evolution of South American species across the whole genus. We are currently studying genome evolution and ecological adaptation in Sphagnum using a combination of whole genome sequencing and experimental studies of physiological ecology, gene expression, and morphology. We also have a focus on population level variation within two complexes of species centered around Sphagnum magellanicum and S. capillifolium. Whole genome sequencing is being complemented by exome capture methods aimed at sequencing 300-500 genes per plant. The goals of our South American research are to resolve phylogenetic and biogeographic relationships among continent-wide species/populations, relationships of South American species to boreal taxa, and molecular evolution associated with evolutionary radiations among South American plants. To accomplish these goals we will use both whole genome sequencing and exome capture; the post-doc will lead the exome capture work.
The post-doctoral position is for one year, potentially renewable for at least one additional year contingent upon performance. Start date is flexible but can be as early as Summer, 2018. The successful candidate will take the lead on the molecular analyses of South American plants and interfacing with other members of the research team at Duke and collaborating institutions. Applicants should have demonstrable experience dealing with phylogenetic/evolutionary analyses of genome-scale data derived from whole genome sequencing and/or other “next-generation” methods. Experience with laboratory methods is also important.
Applications should be submitted through Academic Jobs Online, at https://academicjobsonline.org/ajo/jobs/11208. If interested, please submit (1) a brief cover letter outlining specific qualifications for the job, especially related to the generation and analysis of genome-scale sequence data, (2) a CV, and (3) contact information for three references. Review of applications will begin immediately and will continue until the position is filled.
Application period closes: Monday, June 25, 2018
A postdoctoral position focused on writing-to-learn pedagogies in science education is available in the Biology Department at Duke University. The position is part of an NSF-funded IUSE grant (Improving Undergraduate STEM Education) to understand the role of writing in promoting learning and engagement for undergraduates at the introductory and capstone levels, with particular attention to the mechanisms of effect. The responsibilities of the position include: executing empirical studies of student learning and engagement in collaboration with researchers and course instructors from biology, chemistry, statistics, and other disciplines/departments across three universities (Duke University, University of Minnesota, and University of Michigan); performing extensive quantitative analysis of new and previously-collected data; and disseminating products of our efforts to both research communities (through peer-reviewed publications, conferences, and written reports) and communities of practice (through annual professional development workshops and subsequent virtual collaborations).
Applicants should have a background in program evaluation and scientific teaching, have strong writing and quantitative analysis skills, be highly motivated to participate in a diverse research team, and possess exceptional organizational and management skills. Experience with teaching through writing is desirable, but not required. The successful candidate will have the opportunity to develop expertise in writing-to-learn pedagogies. A Ph.D. in disciplinary-based education research in STEM is required.
Duke University is an Equal Opportunity/ Affirmative Action employer.
Application period closes: Wednesday, May 30, 2018
The Department of Biology at Duke University invites applications for a non-tenure-track faculty position at the Lecturer level, to start in July or August 2018. This position is responsible for developing and coordinating the laboratory exercises for Biology 202L Genetics and Evolution:
Introduction to genetics and evolution. The hire will also supervise a team of teaching assistants, teach at least one laboratory section personally, oversee the course management site, and assist with assessments both in the lecture and laboratory portions of the course. Topics covered include Mendelian inheritance, quantitative genetics, genetic mapping, evidence for evolution, natural selection, genetic drift, kin selection, speciation, molecular evolution, and phylogenetic analysis. Relevance to evolution of infectious disease, human hereditary disorders, and social implications of genetic knowledge are also discussed. The course serves approximately 600 students per year over two semesters.
Applicants should have a Ph.D. degree in biological science and strong experience in teaching at the collegiate level. Experience with active learning and other evidence-based pedagogies preferred. The application should be pdf files that include a cover letter, curriculum vitae, a one-page teaching statement, and letters of recommendation from three referees are required. Applications and recommendation letters should be submitted electronically to Academic Jobs Online, job # 10942. Applications received on or before May 15, 2018 will be given full consideration.
Duke University is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, genetic information, sex, gender, gender identity, gender expression, national origin, race, religion, sexual orientation, or veteran status.
Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.