Research Project Coordinator, Morgridge College of Education

Position Summary

This is a non-benefited position not to exceed 1,000 hours in a calendar year.

The Teaching and Learning Sciences Department at Morgridge College of Education utilizes an integrated approach of theory and practice to be a force for positive change in the educational lives of individuals, organizations, and communities. Professionals promote learning in diverse settings, through partnerships with others, and by engaging in high-quality research within our respective fields.

The Project Director will support the day-to-day operations of an NIH-funded research study examining reading intervention approaches for elementary-aged students. This is a dynamic, multifaceted role suited for someone with experience in education, reading/literacy, or educational research who is looking to contribute to meaningful, federally funded research.

This position requires a minimum commitment of 20 hours per week, with weekly hours typically ranging from 10 to 40 depending on the study phase and school calendar, with the highest demand during active implementation periods. Mileage to and from school sites is reimbursed at the federal government standard mileage rate.

This is an excellent opportunity for someone seeking hands-on experience in educational research, school-university partnerships, and federally funded grant work, with direct mentorship from the Principal Investigator at the University of Denver. This position is funded by a grant through 08/31/2029, and there is no guarantee of a position after that date. This position is contingent upon those grant funds being appropriated.

Essential Functions

• Coordinating with local elementary school partners to facilitate study implementation, including scheduling, logistics, and communication with school administrators and teachers
• Supporting and supervising reading coaches and interventionists delivering small-group structured literacy instruction to students in grades 1-5.
• Developing and facilitating professional development sessions for study staff, reading coaches, and school personnel
• Organizing and managing study data, including data entry, cleaning, tracking, and maintaining data integrity across sites
• Assisting with participant recruitment, consent procedures, and ongoing communication with families
• Supporting fidelity monitoring efforts, including coordinating observations and maintaining implementation records
• Contributing to progress reports, dissemination materials, and other grant-related deliverables as needed.

Knowledge, Skills, and Abilities

• Knowledge of evidence-based reading instruction and elementary school systems, including familiarity with structured literacy principles, tiered intervention frameworks, and how research is conducted in school-based settings
• Strong interpersonal and communication skills, with the ability to build and maintain professional relationships across diverse stakeholders including school administrators, teachers, families, and university personnel
• Proficiency in data management and productivity tools, including Microsoft Office and/or Google Workspace, with the ability to organize, track, and maintain study data accurately and efficiently
• Ability to exercise sound professional judgment and maintain confidentiality when working with student data, research protocols, and school partners in compliance with FERPA and human subjects protections
• Ability to work independently and collaboratively in a dynamic, fast-paced research environment, managing multiple concurrent responsibilities while adapting to changing school schedules and study demands

Required Qualifications

• Bachelor's degree in education, special education, psychology, speech-language pathology, or a related field
• Experience working with elementary-aged students, particularly those with or at risk for reading difficulties or learning disabilities
• Strong organizational and communication skills, with demonstrated ability to manage multiple responsibilities, coordinate across stakeholders, and maintain detailed records

Preferred Qualifications

• Master's degree or graduate coursework in special education, reading/literacy, educational psychology, or a related field
• Experience delivering structured literacy or reading intervention, such as in a tutoring, coaching, interventionist, or paraprofessional capacity
• Familiarity with educational research methods, including data collection, progress monitoring, or research protocols in school-based settings
• Experience facilitating or supporting professional development for educators or other school personnel