Visiting Research Scholar, School of Education

Title:

Visiting Research Scholar, School of Education Area:
School of Education Department:
Teacher Education Telework Availability:
On-campus Position Employee Classification:
Visiting Faculty Appointment Percentage: 100 Months per year: NA - FXD/Temp Position Salary Range:
The budgeted salary that the University reasonably expects to offer for this position is $43,330 (w/out PhD) or $54,990 (w/ PhD). The internal salary ranges are $43,330 - $44,630 (w/out PhD) and $54,990 - $56,639 (w/ PhD). Budgeted salary is based on the full appointment period (January 2, 2027 - August 15, 2027) and may be prorated depending on the start date.

Close Date:
November 13, 2026

Is this position eligible for relocation reimbursement?:
No

Is this position eligible for a signing bonus?:
No

Gonzaga University evaluates request for H1-B sponsorship on a case by case basis. Sponsorship eligibility depends on the position, institutional considerations, and applicable federal immigration requirements.

Job Purpose:

The School of Education at Gonzaga University in Spokane, WA invites applications for a short-term, non-tenure-track Visiting Research Scholar with an appointment beginning January 2, 2027 through August 15, 2027. The Visiting Scholar will play two connected roles. First, the Scholar will assist with research and programming for the School of Education’s Gates Foundation–funded work, including the "AI for Instruction Fellowship," which provides outreach and professional development to K-12 educators around intentional, ethical use of AI.

Responsibilities will include identifying relevant research, supporting data collection and analysis, and helping design and facilitate professional learning for preservice and practicing teachers and school leaders. Second, the Scholar will lead or contribute to a focal project matched to their interests and expertise in one of three areas:

• Multilingual learner education – examining how AI can support asset-based instruction for multilingual learners, including language and content learning, translanguaging, and family–school communication, with attention to linguistic bias, equitable access, and the preparation of teachers to serve culturally and linguistically diverse students.
• Adolescent development and AI – contributing to work on adolescent AI literacy, drawing on research in adolescent development, youth participatory action research, and critical perspectives on AI.
• Special education – contributing to an in-progress design project that reimagines the Individualized Education Program (IEP) for the age of artificial intelligence. The project aims to design a next-generation IEP framework that uses AI selectively to reduce administrative burden while shifting the focus from deficit-based compliance toward student agency and self-determination, meaningful student and family participation, and attention to the intersecting inequities of race and disability.

Across all focal areas, AI is treated as a support for professional judgment and human collaboration rather than an automated substitute, with explicit attention to accuracy, bias, privacy, and legal compliance.

Applicants may include advanced doctoral candidates nearing completion, recent Ph.D. graduates, or established scholars whose work aligns with the mission and priorities of the School of Education.

Grounded in Gonzaga’s Jesuit, Catholic, and humanistic mission, the School of Education prepares educators to serve every learner with dignity and care. As artificial intelligence reshapes classrooms, we believe the most consequential questions it raises in education are not only technical but human—questions of equity, agency, and the relationships among students, families, and teachers. This work asks how AI can…