career research project prezi

For Teachers

Home » Teachers

Career Research Projects for High School Students

Immersive projects are a great teaching tool to get students excited about a potential career path.

As a teacher or homeschooler of high school students, you know the importance of in-depth, hands-on instruction. The more your students see how to apply their career planning and exploration skills, the better. Check out these career research projects for high school students that you can use in your classroom immediately! You can head to our careers curriculum center for lesson plans and more materials you can use as well.

Career Research Projects – Essays and Written Products

Sometimes, the best approach is the simplest. These projects require students to research and type up essays or written reports.

• Career Research and Readiness Project: In this project , students take a personality assessment to see what kinds of careers they may enjoy. They research the job application and interview process, narrow their search to a few career choices, and then set SMART goals to help them achieve their dreams. 
• Career Research Project Paper: Students will like this project’s   simple, straightforward instructions and layout. The components are broken into manageable chunks, letting your high schoolers tackle the project in parts. By the end, they will produce a well-researched essay highlighting their career. 
• 3-Career Research Report: In this project , students choose three careers to focus on and create a written report. They learn MLA documentation, write business letters to organizations, take notes, and go through the formal writing process. This project has everything your students need to develop their career research reports with a rubric, parent letter, works cited page instructions, and more.
• STEM Careers Research Poster and Brochure: Students conduct comprehensive research in this project , using what they learn to create several items showing their knowledge. They research and learn about a specific career and make a posterboard presentation. Then they can create a brochure, present their findings to the class, and answer any questions that classmates and others may ask.
• Job Research Project: In this project , students first do research on any career they want. They must look up the various requirements, necessary skills, salary, and other details about the profession. They end with a thorough essay about their career, hopefully armed with the knowledge to help them in the future. The project is customizable to adapt to multiple grades, so your high school students will all benefit from the project. 

Career Research Projects – Digital Presentations

Fusing technology and research, these projects allow kids to show their knowledge through technology. Students create digital presentations and share them with the class using PowerPoint, Google Slides, and other formats.

• Career Research Project: This project works with many grades, and teachers can customize it to fit their students’ levels. They use PowerPoint to make a comprehensive slide show to demonstrate their knowledge. It breaks down career research into ten slides (you can add more as needed), and students will have a solid understanding of their future career path by the end of the assignment. 
• Career Presentation Project: In this project , high schoolers need to research career clusters, narrow their choices down to only one profession, and find many details about it. They look up median salary, entry-level pay, education requirements, required skills, and any additional benefits or perks that would attract potential applicants. They put all this information into a PowerPoint or Google Slides presentation.
• Career and College Exploration Project: This project is broken down into clear and detailed descriptions for each slide of the presentation. It differs from other projects on the list because it weaves college research into the assignment, showing students the connection between education and careers. With 22 slides to complete, students will have an in-depth understanding of their chosen careers and how to navigate school and plan for future success.
• Career Exploration Project: This project is unique as it takes a realistic approach to career exploration, requiring students to find the pros and cons of three potential careers. They see that every job has perks and drawbacks, and part of pursuing a specific one comes down to their personal preference. The project includes a detailed outline, so students know precisely what to research and have on each slide of their digital presentation. Presenting their findings is a significant part of their grade, which helps strengthen their accountability, quality of work, and public speaking skills.
• Life Skills Career Research Project: This project is an excellent blend of hands-on production and digital skill-building, letting students show their findings in multiple formats. They research a career, finding things like education/training requirements, job responsibilities, drawbacks, benefits, opportunities for advancement, specific places of employment, and salaries. Students need to create a functional resume and attach it to the project. They use Google Drive to design poster components and can submit the project digitally or on a poster board.

• Find a Course
• For Business
• For Educators
• Product News

Project Career Research: how to set yourself up for success in choosing a new career

July 20, 2020

Launching a new career can be an exhilarating process, but also a complicated one. One of the most important steps is the first one—choosing which career to pursue. Whether you’re a college student getting ready to join the workforce for the first time, a mid-career professional looking to make a career switch, or someone returning to the workforce after time away, the challenge is the same—how do you know which career to pursue, and how do you get started?

This article is designed to help you explore potential careers in an analytical way. You’ll learn how to choose the career that’s right for you, and determine exactly what’s required to land your first job in your new chosen field. You’ll do this with a process called Project Career Research .

Project Career Research Overview

In Project Career Research you’ll speak with five professionals working in the career you’re exploring. This will help you develop a well-rounded overview of the field, and a plan for approaching different companies in your job search. 

The goal of Project Career Research is to answer three big questions.

Question #1: What is it really like to work as a [job title]?  

A particular career might sound exciting when you see it featured in a press article, or when you read the job description, or when you see the salaries highlighted on a hiring site. But if you’re going to actually work in the field, you need to understand the day-to-day realities of the role. Conversations with industry professionals can tell you what articles and career sites can’t—what it’s really like to have that job. 

What percentage of time do you spend in meetings, focusing on your own projects, writing emails, planning, etc? Who are the people you work with the most, and how do you interact with them? What skills and personality traits are required for success? What time of day do you usually eat lunch? What’s your stress level? Do you talk to lots of people every day, or are you on your own all the time? Do you collaborate often, or very rarely? How much freedom do you get to decide which projects you work on? How do promotions happen? 

These “real life” concerns can make the difference between loving a job, and just going through the motions. Talking with someone who is already in the field is a great way to understand the actual reality of life as a data scientist, a marketer, a social worker, or whatever role it is you choose to pursue.

Question #2: What skills do you actually need to succeed in this job?

Job descriptions can be very helpful, but they can also be very overwhelming. It’s unfortunately all too common for people to abandon pursuing a particular role, because they look at the long list of requirements in the description, and conclude they’re not qualified. The truth is, these sections are often just laundry lists of every single thing a hiring manager might wish to see in a candidate. They don’t necessarily reflect what’s actually required to succeed. Talking with people working in the field is an excellent way to learn what really does and doesn’t matter.

Questions #3: What do you need to land that job? 

There is a difference between being able to do the job, and being able to get the job. As an applicant, it’s your responsibility to prove that you’re qualified. So, it’s important to know what hiring managers are looking for from a candidate. Being credentialed for a particular skill can be very beneficial for some jobs, but not matter at all for others. Some jobs require that you have a portfolio of pre-existing work to show, while other jobs will ask you to complete a new task during your interview, and prioritize this above your portfolio. Some roles require very specific technical skills, while for others the ability to learn quickly and soft skills are much more important. Before you fully commit your time and energy to your job search, make sure you know exactly what it will take to get the job, so you’re ready when the opportunities come.

At this point, you may be wondering why you have to speak to real people—can’t this all be researched online? While there are many great online resources available, there is no substitute for the real insights and opinions that emerge in direct conversation with industry professionals. Take this step, and you’ll enter your job search well-prepared, and with confidence. Avoid it, and you risk everything from resume missteps and inadequate interview preparation to spending money on the wrong classes or training programs. As an added bonus, when you make contact with industry professionals, you’re expanding your network in your future field, which will be especially helpful once you begin the actual job search process.

How to find people to speak with

Your existing connections . An important first step is to consider your own existing network. This could be your LinkedIn network, other professional circles, or people in your shared community spaces—parent groups, civic groups, volunteer organizations, sports teams, and more. Is there someone you know who’s already in the field? Before you became interested in, say, mobile development as a possible career, you might not have consciously registered the fact that you actually already know a mobile developer! Auditing your own network is a great way to quickly discover people with whom you might be able to schedule an informational interview.

Professional groups. Search LinkedIn, Facebook, and Meetup for groups connecting professionals in your target field and reach out to individuals within those groups. Generally, you’ll find that people who are proactive enough to join professional groups are also the kinds of people who enjoy talking about their careers, and are eager to share their knowledge and their experience.

Here’s a task for you. Search professionals on LinkedIn by your target job title, and your geographic location. Review 100 profiles, and from there, choose 20 who feel most relevant to your career objectives. Reach out to all using the template below. If they respond, follow up right away with a thank-you note, and reiterate your interest in a conversation.

LinkedIn outreach template:

Hi <name>, I discovered your profile while researching digital marketing. Your experience at <company> is very interesting and I’d appreciate an opportunity to ask you a few questions, as I am exploring a career change from office management. Thank you in advance for connecting with me!

Tip #1: Make scheduling easy for the other person by suggesting a specific time to speak, and offer to work around their calendar.

Tip #2 : If they don’t reply, don’t take it personally. Just move on with your list.

Tip #3 : On LinkedIn you can only access profiles of people who are in your network (i.e.,  your 1st-degree, 2nd-degree, and 3rd-degree connections), as well as fellow members of your LinkedIn groups. You can expand your network by adding more 1st-degree connections and joining groups.

Preparing for your conversations

To make the most out of each conversation while being respectful of everyone’s time, do your research in advance, so you can ask valuable questions that only they can answer for you (as opposed to those you can get answers to through an online search). Not only does this help ensure a productive conversation, it demonstrates your respect and appreciation for the other person’s experience, and their generosity in taking the time to meet with you

I know you transitioned from teaching high school to a role as an instructional designer, and I’m trying to do the same. But also noticed that most people in similar roles tend to have formal training in instructional design. How were you able to get recruiters to notice you?

There are many ways to do research but you should always include:

• LinkedIn – review profiles of the person you are speaking with (and potentially their colleagues) to understand their backgrounds and experiences.
• Website of the company the person works for, to get a sense of everything from product catalogues to company culture.
• Industry associations and organizations – staying current with industry trends demonstrates your active engagement with your chosen field and its community, and helps to ensure your career questions are specific and relevant.

Tailoring your questions to be specific to each individual is essential, but it’s also important to prepare a set of core questions you can ask in every interview, in order to gather baseline information. For example:

• Can you describe a day in the life of a [role]?
• What are the on-the-job skills required to be successful in this role?
• Are there similar roles I should look into as well?
• How does someone with my background land a first job in the field?

During and after each conversation

Set the context for the meeting. Begin with an overview of why you reached out and what you are hoping to learn from the conversation. This enables the other person to focus on what’s relevant and will make them feel comfortable, as they’ll understand the goals. Remember: as the one who initiated the conversation, it’s your responsibility to establish both the tone and agenda. 

Introduce yourself. To ensure a productive conversation, it’s important that they understand who you are—this helps to establish context for your questions. Spend a couple of minutes in the beginning explaining why you reached out and what your goals are. Remember that while you are there to learn, this person might be able to connect you to a professional opportunity at some point. Be prepared to speak about your skills, accomplishments, and personal qualities that can bring value to an organization. You might not know how your experience transfers onto this new role but you should demonstrate passion and confidence that you can learn and grow quickly. Keep it short and focused.

Let them speak. Since you are there to learn, the primary focus of the conversation should be on the other person. Some people might be more talkative, while others may need more input from you in order to engage. Ideally, they should be speaking for 50% to 80% of the conversation. Don’t be afraid of short pauses, and be respectful and patient if they need time to gather their thoughts. 

Send a thank-you email. You have created a valuable connection, so stay in touch! A thank-you email is a great way to strengthen the connection by reiterating your appreciation for their time and following up on any action items that came out of the discussion. Also, be sure to think through ways you might return the favor, and, as appropriate, share resources, connections, or thoughts they might find valuable.

Wrapping up your project

Now that you have completed five conversations with professionals working in your target career, it’s time to go back to your main three questions and provide answers based on what you’ve learned.

Upon completing that step, you should have a clear sense of whether your target career is actually the one that you want to pursue. You should know if there are opportunities in your area, and you should have a good sense of what skills are required for the role. 

If all that is in place, then you’re ready to proceed!

Your next steps will involve addressing gaps related to job requirements (skills, credentials, degrees, experience) and building an optimal resume. We’ll cover those topics in future posts. Until then, good luck choosing a great career path, and we’ll look forward to seeing you on Coursera when you need to learn new skills!

About the author: Vera Fishman

Vera Fishman a Career Services Program Manager at Coursera and a career coach. Over the past 5+ years she coached hundreds of professionals from major Silicon Valley companies and ran workshops on every step of the job search process at Lee Hecht Harrison (resume writing, career discovery, interviewing – you name it!) and created an innovative job search curriculum at Udacity. Prior to becoming a coach Vera had a whole different career in marketing, and a shorter one in non-profit community management – so she is no stranger to career-changing herself.  A native of Saint Petersburg, Russia, Vera has spent her adult life in Silicon Valley, where she feels most at home and comfortable – aside from not liking to have to drive everywhere.

Keep reading

• Enhance your resume with ChatGPT
• Blueprint for success: Lisa’s degree story began with two certificates from HEC Paris
• Top skill alert: Open doors with spreadsheets

Create a Career Research Project using Google Slides

Titl e: Use Google Slides to Create a Slideshow Presentation

Overview :  Students will use Google Slides to create and present a slideshow based on the topic of “My Future Career”. Students will research content and the use of Google Slides will be facilitated by the Computer/Digital Literacy Teacher.

Content/Context : The content will be based on the student’s chosen future career and will include elements such as motivation, education and training, job description, salary and job growth. This lesson is aimed at students preparing for college and careers, in an advanced writing class.

Length of lesson: 8 hours

Digital Literacy Standards  addressed: PowerPoint 1 - 15

College and Career Readiness Standards   (CCRS) and/or Transitions Integration Framework   (TIF) Standards addressed: TBC

Lesson Objective(s): At the end of this lesson, students will be able to: create and present a slideshow in Google Slides.

Assessing Mastery of the Objective(s):   By the end of this lesson, students will have created a coherent slideshow, based on their chosen career subject, that is ready to present. The slideshow will contain relevant information about their chosen career (based on the questions asked in the questionnaire); include pictures to enhance the information provided; include slide transitions; show changes to individual slide layout (if applicable); show the selection of a theme for the slideshow and cite/quote information sources.(based on the Google Slides rubric in the Questionnaire document)

Prerequisites: Students require an active GMAIL account to be able to access the Google suite of programs, including Google Slides.

Materials/links: A questionnaire will be provided to students to help them gather the information they required for their slideshow content. (a copy is included in the materials).  The questions asked on the questionnaire are to be used as slide headings and/or determine content. A rubric is also included detailing what each slide should contain. 

Lesson Outline:

Introduction: An introduction to the topic of the slideshow to be made by the class teacher outlining the goals and standards required of the final product. This is to be followed up by an introduction to Google Slides.

Explanation/Modeling: The functions of Google Slides   are to be modeled and explained by the Computer/Digital Literacy Instructor.  These would include adding/duplicating slides, changing slide layout, adding slide title (best practice), selecting a theme, inserting pictures (from files on the computer/network or from online), manipulating images, inserting text boxes, formatting text, including animations.

An example slideshow could be used to give students some guidelines as to how their final slideshow should look and what the content should be.

Guided Practice: Students will follow the Instructor’s lead in creating their initial slides, theme, slide titles, slide layout(s), inserting and working with pictures, inserting and working with text boxes, formatting text as appropriate.

Independent Practice: Students will create new or duplicate slides as appropriate; students will add relevant content; students may change the slideshow theme; students will add and format text as appropriate (to the chosen theme); students will insert and work with pictures; students will insert and work with text boxes; students will cite sources of information as appropriate and as outlined by their Class teacher.

Student Reflection on Learning, Closure, Connection:  Students will present to their fellow students, if time allows, in the Computer Class.  Otherwise, students will carry out presentations and reflections with their class teacher.

No Alignments yet.

Cite this work

• help_outline help

iRubric: Career Research Prezi rubric

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

To view this video please enable JavaScript, and consider upgrading to a web browser that supports HTML5 video

Career Research Project

Published by Marjorie Baker Modified over 8 years ago

Similar presentations

Presentation on theme: "Career Research Project"— Presentation transcript:

Why take classes through the Saskatoon Catholic Cyber School?

Morgan La Forest. Dental hygienist 2-3 years of schooling A masters degree program may take four or more years The starting/average salary is $70,210.

Jobs BY RYAN GRENADIER. Police officer Education Required  For most police departments you need graduate from a U.S. high school or a two-year or a.

*Please put on headphones before beginning! Let’s Begin!

“Often while traveling with a camera we arrive just as the sun slips over the horizon od a moment, too late expose film, only time enough to expose our.

By Jacob Dennis.  A sales manager requires at least a four year bachelors degree with a business focus  Some companies want you to have a degree in.

By: Cody Crum. Basic description of the job. Being a police officer is hard work and life threatening. As a police officer you have to enforce state laws.

What did you say? Quotes from Retirement, Retention, & Recruitment: The Future of Librarianship in Colorado.

Career Research Project By Gabby Oyler 3 rd hour.

Culinary Chef Restaurant Owner. Basic Job Description A culinary chef is a person who specializes in presenting and preparing food dishes. Culinary chefs.

Adapted from

A Career Profile on... Teachers by Mrs. Blakely. Career Field Humanitarian: loves to help people improve their lives.

Franco Singh-Vigilante April 11,2011. W HAT DID I CHOOSE I chose Game programming as it has constant use of code and sometimes used to create engines,

My Career Choices. Interior Design An interior designer basically plans, designs, and furnishes interiors of residential, commercial, or industrial buildings.

Career Education Interview Assignment BY: BRAD VINCENT INTERVIEWED: RHONDA VINCENT.

My 3 Careers These are the 3 careers I choose. Programming Engineering Pro Game Broadcaster.

Alfredo Cruz.      When you walk outside what’s the first thing you notice, People, Buildings or Nature. I always notice how things are put together.

Agricultural Careers Agricultural Photographer By: Dr. Frank Flanders and Anna Burgess Georgia Agricultural Education Curriculum Office Georgia Department.

Some people prefer to get up early. This is actually an interesting question for me, because I’ve, I’ve done both, and I’ve enjoyed both at different.

 The job of a police officer is to work in a community to ensure the safety of the community and to maintain law and order. I am interested in this career.

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

Career Research Project Rubric

• Word Document File

What educators are saying

Description, questions & answers, allison fullhart.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

More From Forbes

5 highest paying skills for project managers in 2024, from research.

• Share to Facebook
• Share to Twitter
• Share to Linkedin

To remain competitive and gain an edge as a project management professional, it helps to learn one ... [+] or more of these five critical skills this year

Within a competitive job market in which 25 million project managers are projected to be in demand over the next few years, it's critical for aspiring and existing project management professionals to stay ahead of the curve so they can secure the highest-paying roles. While the project management profession in itself is a well-remunerated industry, with U.S. median salaries jumping to as high as $120,000, that doesn't necessarily mean that you can sit back, relax, and assume you're worthy of a six-figure salary.

There are things that lie within your power, which you can do to dramatically skyrocket your earnings.

When exploring how to increase and even multiply your salary as a project manager, it's best to look into what are the highest-paying, in-demand skills within the project management industry, so that you can position yourself as best suited for a promotion, or as a star candidate when job-searching.

Highest-Paying In-Demand Skills For Project Managers

The compensation and salary data company, PayScale, compiled a list of high-paying skills which include a combination of hard, technical skills, and soft or power skills for those within the project industry.

It's worth noting that there are some industries in which the impact of these skills on your pay increase will be more visible than others. For example, considering programme/project management within the technology industry, you can expect to earn more for your skill set, as the tech industry is renowned for offering the highest salaries to project and program management professionals. As such, some of the skills listed below are more specific to the technology industry.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024.

However, many of these skills are equally in demand in other industries as well, so they can still be applicable and relevant to you.

These competencies include:

1. Agile Software Development

Using the agile software development approach for building and delivering software products entails prioritising flexibility responsiveness and adaptability to change as well as collaboration. Following this framework, you and your team would be working in sprints, (short iterations) which allows you to make incremental progress and quickly respond to stakeholder requirements and feedback to meet their needs.

This is the highest-paying skill for project managers, with Payscale data revealing that it can boost your earnings by 47%. Coursera and Skillsoft are two of the amazing resources that are available for you to learn this skill.

The tech industry offers the highest salaries for PMs

2. Business Analysis

Analytical thinking is listed in the World Economic Forum's Future of Jobs Report 2023 as the number one skill needed by professionals over the next few years.

Business analysis, in simple terms, is when you identify business needs and research solutions for them. This skill comes handy in your PM role, as you will naturally be working with stakeholders on a regular basis to gather and analyze data on their needs and define requirements, and then propose the best solution with your program or project. This skill improves salary prospects by up to 43%.

3. Engineering Design

Next on the list is engineering design, which is of course more specifically focused on the technology industry. This involves taking the results of your business analysis, and creating detailed plans and specifications, including prototyping and testing, to ensure you deliver a high-quality product that satisfies your stakeholders' needs. This skill is more relatable to product managers, and provides a 14% uptake in salary.

4. Risk Management/Risk Control

With all the changes that are occurring to disrupt industries in 2024, it's no wonder that risk management and risk control are highly in-demand skills for project and program managers to possess. This skill also has the potential for a 14% salary boost, according to Payscale analysis.

You can learn more about how to comprehensively manage and plan for risk by undertaking courses and certifications such as those offered by the Institute of Risk Management, which are globally recognized.

5. Strategy

Strategic thinking is a trademark of leadership, and of exceptional program and project management. You need to be able to steer your project team in the right direction to achieve successful project outcomes, and this means you'll need to have a solid strategy that is clearly articulated so that everyone is on the same page. Setting clear goals and objectives, and assigning the right team members to fulfil each task according to their strengths requires some practice to get it right, but it can be achieved if you're persistent and intentional. Possessing and showcasing this skill results in a 12% salary increase.

Risk management skills helps ensure your project is prepared for worst-case scenarios and minimizes ... [+] negative outcomes, including those that could affect your job directly

By investing in yourself this year by upskilling in one or more of these five essential competencies, you can position yourself to successfully meet the evolving demands of your stakeholders and the project management industry, and unlock numerous career-building and salary-boosting opportunities.

• Editorial Standards
• Reprints & Permissions

Join The Conversation

One Community. Many Voices. Create a free account to share your thoughts. 

Forbes Community Guidelines

Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.

In order to do so, please follow the posting rules in our site's  Terms of Service.   We've summarized some of those key rules below. Simply put, keep it civil.

Your post will be rejected if we notice that it seems to contain:

• False or intentionally out-of-context or misleading information
• Insults, profanity, incoherent, obscene or inflammatory language or threats of any kind
• Attacks on the identity of other commenters or the article's author
• Content that otherwise violates our site's  terms.

User accounts will be blocked if we notice or believe that users are engaged in:

• Continuous attempts to re-post comments that have been previously moderated/rejected
• Racist, sexist, homophobic or other discriminatory comments
• Attempts or tactics that put the site security at risk
• Actions that otherwise violate our site's  terms.

So, how can you be a power user?

• Stay on topic and share your insights
• Feel free to be clear and thoughtful to get your point across
• ‘Like’ or ‘Dislike’ to show your point of view.
• Protect your community.
• Use the report tool to alert us when someone breaks the rules.

Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's  Terms of Service.

Microsoft Research AI for Science

AI for Science in Conversation: Chris Bishop and Frank Noé discuss setting up a team in Berlin

Watch Research Summit "Fifth Paradigm of Scientific Discovery" plenary on demand

AI for Science to empower the fifth paradigm of scientific discovery

“Over the coming decade, deep learning looks set to have a transformational impact on the natural sciences. The consequences are potentially far-reaching and could dramatically improve our ability to model and predict natural phenomena over widely varying scales of space and time. Our AI4Science team encompasses world experts in machine learning, quantum physics, computational chemistry, molecular biology, fluid dynamics, software engineering, and other disciplines, who are working together to tackle some of the most pressing challenges in this field.“ 未来十年，深度学习注定将会给自然科学带来变革性的影响。其结果具有潜在的深远意义，可能会极大地提高我们在差异巨大的空间和时间尺度上对自然现象进行建模和预测的能力。为此，微软研究院科学智能中心（AI4Science）集结了机器学习、计算物理、计算化学、分子生物学、软件工程和其他学科领域的世界级专家，共同致力于解决该领域中最紧迫的挑战。 Professor Chris Bishop , Technical Fellow, and Director, AI for Science

Work with us

Senior researcher – machine learning  .

Location : Beijing, China

Technical Program Manager 2 – AI for Science  

Internship opportunities: ai for science research internship – reinforcement learning & drug discovery  .

Locations : Amsterdam, Netherlands; Cambridge, UK

Our locations

Amsterdam, Netherlands

Beijing, China

Berlin, Germany

Cambridge, UK

Redmond, USA

Shanghai, China

• Follow on Twitter
• Like on Facebook
• Follow on LinkedIn
• Subscribe on Youtube
• Follow on Instagram
• Subscribe to our RSS feed

Share this page:

• Share on Twitter
• Share on Facebook
• Share on LinkedIn
• Share on Reddit

Post-Award Research Financial Manager

• Madison, Wisconsin
• SCHOOL OF EDUCATION/WIS CENTER FOR EDUCATION RESCH-GEN
• Sponsored Programs, Grants, and Contracts
• Partially Remote
• Staff-Full Time
• Opening at: May 16 2024 at 14:15 CDT
• Closing at: Jun 3 2024 at 23:55 CDT

Job Summary:

The Post-Award Research Financial Manager will join a talented team of six post-award professionals to support groundbreaking global education research that improves learning for all. This team works closely with Principal Investigators, project managers, and professionals in the Wisconsin Center for Education Research (WCER). The Post-Award Research Financial Manager will act as a liaison between WCER projects, School of Education, central campus, customers, and sponsors. The position will manage post-award operations including financial reporting and closeout for grants, contracts, and mixed portfolios. The position will provide leadership for all aspects of procurement and invoicing for subawards. Given the large number of fee for service projects with the center, this individual will work with projects on rate setting, revenue projections and financial planning. The position helps develop a best-practices approach to meeting unique research needs that adhere to campus or governmental regulations and related compliance relevant to WCER. The Post-Award Research Financial Manager will partner with other Research Admininistration Services staff and serve as the center's Post-Award expert. The position will also collaborate with School of Education divisional financial managers and central campus research and finance support. An ideal candidate will showcase reliability and adaptability, possess adeptness in fostering interpersonal connections, excel in multitasking, and exhibit autonomy through proactive decision-making and sound judgment. All work is done in a collaborative team environment in support of WCER's values and strategic goals. Learn more about WCER, https://wcer.wisc.edu/ . Hybrid work is an option for this position. Requests to work remotely would need to be reviewed based on the UW and School of Education (SoE) remote work policies and go through the SoE implementation process; this position is envisioned to be >65% on-site. To learn more about these policies, visit https://businessoffice.education.wisc.edu/humanresources/remote-work/ . 

Responsibilities:

• 20% Develops, implements, and evaluates post-award research administration operational policies and procedures including financial, administrative, staffing, and compliance
• 20% Reviews and/or approves financial transactions and reporting and ensures compliance with policies and procedures for sponsored grants and contracts
• 15% May supervise activities of research administration staff
• 15% Serves as a key resource to leadership and staff in the unit as well as a liaison to partners and stakeholders
• 10% May be responsible for new account setup
• 20% Oversee procurement activities and related processes

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree. Focus business or accounting related preferred

Qualifications:

Required * Minimum of 2 years of experience in research administration with post-award responsibilities or procurement * Knowledge of or experience with funding agency terms and conditions; University Policy and Procedures, State Regulations, Uniform Guidance, Cost Principles and Audit Requirements for Federal Awards * Knowledge of or experience with monitoring and project oversight (e.g., allowable costs, cost transfers) * Experience providing post award financial management for sponsored project portfolios including multiple funding sources and/or complex funding awards (e.g., multi-component projects) * Excellent written and verbal communication skills * Strong organizational skills and attention to detail * Comfortable with complex electronic systems * Self-motivated with the ability to complete multiple tasks simultaneously with minimal supervision * Ability to think critically and make decisions independently * Ability to interpret regulations, policies, and procedures as they apply to a multitude of individual situations * Ability to establish and maintain effective working relationships with a variety of stakeholders with a focus on service. Preferred * Experience with government/public sector research and uniform guidance. * Supervision experience * Knowledge of or experience with foreign collaborations * Demonstrated success working in a racially and linguistically diverse academic research environment

Full Time: 100% Hybrid work is an option for this position. Requests to work remotely would need to be reviewed based on the UW and School of Education (SoE) remote work policies and go through the SoE implementation process; this position is envisioned to be 4 days in-office, 1 day remote. The schedule will be determined in the interview process. To learn more about these policies, visit https://businessoffice.education.wisc.edu/humanresources/remote-work/ . 

Appointment Type, Duration:

Ongoing/Renewable

Minimum $95,000 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits.

Additional Information:

Housed within the School of Education, the Wisconsin Center for Education Research (WCER), established in 1964, is one of the first, most productive, and largest university-based education research and development centers in the world. WCER's researchers and staff work to make teaching and learning as effective as possible for all ages and all people. WCER's mission is to improve educational outcomes for diverse student populations, impact education practice positively and foster collaborations among academic disciplines and practitioners. To this end, our center helps scholars and practitioners develop, submit, conduct, and share grant-funded education research. At WCER, all employees share five fundamental organization values to guide the purpose and quality of our work and interactions within ourselves and our outside stakeholders. The values that the work and people of WCER strive to uphold are: - Innovation and Excellence. Continuous improvement is a driver for excellence. We innovate and improve in our work to advance education through leading research and development. - Equitable Education. Equitable education is essential to a healthy society. We aim to reverse imbalances and injustices in education through our work. - Affirming and Increasing Diversity. Individual differences and group diversity inspire creative and equitable outcomes. We actively affirm and seek to increase such diversity in our center. - Healthy Workplace. The well-being of our workplace enhances success for all. We commit to a workplace based on mutual respect and transparency. - Partnering Across Differences. Diverse backgrounds and expertise improve the quality of our work. We collaborate across disciplines, methodologies, organizations, and communities to strengthen our research and development outcomes. If you need to request an accommodation because of a disability during the recruitment process, please email [email protected]  and one of our Division Disability Representatives will contact you. More information can also be found at https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/ . 

How to Apply:

Please click on the "Apply Now" button to start the application process. As part of the application process, you will be required to submit: - A cover letter addressed to Nicci Schmidt describing how your experience and qualifications meet the requirements of this position - A current resume - A list with the contact information of at least three professional references

Becky Ohan [email protected] 608-262-5158 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Post-Award Res Financial Mgr(SC019)

Department(s):

A17-SCHOOL OF EDUCATION/WCER

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

You will be redirected to the application to launch your career momentarily. Thank you!

Frequently Asked Questions

Applicant Tutorial

Disability Accommodations

Pay Transparency Policy Statement

Refer a Friend

You've sent this job to a friend!

Website feedback, questions or accessibility issues: [email protected] .

Learn more about accessibility at UW–Madison .

© 2016–2024 Board of Regents of the University of Wisconsin System • Privacy Statement

Amendment 16: New Opportunity: B.22 Artificial Intelligence Applications in Heliophysics

B.22 Artificial Intelligence Applications in Heliophysics (AIAH) solicits proposals for critically needed artificial intelligence tools to advance Heliophysics Science research, as described in B.1 the Heliophysics Research overview . Proposed projects must be Technology Readiness Level (TRL) 5 at the start of the award and present a convincing plan to mature to TRL 6 by the end. AIAH seeks innovative adaptations and applications of existing AI techniques, concepts, methodologies, etc. to demonstrate their feasibility and potential to increase science return, as well as to inform Heliophysics science research disciplines of promising techniques and capabilities. Notional areas of interest for proposals are given in Section 1.2.

ROSES-2024 Amendment 16 presents a new program element in ROSES-2024: B.22 Artificial Intelligence Applications in Heliophysics (AIAH) . Mandatory Notices of Intent are due by July 1, 2024, and the due date for proposals is August 20, 2024.

On or about May 17, 2024, this Amendment to the NASA Research Announcement "Research Opportunities in Space and Earth Sciences (ROSES) 2024" (NNH24ZDA001N) will be posted on the NASA research opportunity homepage at https://solicitation.nasaprs.com/ROSES2024

Questions concerning B.22 AIAH may be directed to Lika Guhathakurta at [email protected] .

Explore More

Hubble Views Cosmic Dust Lanes

How NASA Tracked the Most Intense Solar Storm in Decades

NASA Recognizes 5 Early Career Planetary Scientists

Discover more topics from nasa.

Perseverance Rover

Parker Solar Probe

What are you looking for?

Most popular topics.

• Sustainable Aviation Fuel (SAF)

25 April 2024

Airbus helicopters’ racer is off to a flying start.

Marignane – Airbus Helicopters’ Racer demonstrator, developed in the frame of the European Research Clean Sky 2 project, has performed its first flight, in Marignane. The aircraft flew for about 30 minutes, allowing the flight test team to check the overall behavior of the aircraft.

This important milestone launches the flight campaign which will take two years and will aim to progressively open the aircraft’s flight envelope and demonstrate its high speed capabilities. 

“With its 90 patents, Racer is the perfect example of the level of innovation that can be achieved when European partners come together. This first flight is a proud moment for Airbus Helicopters and for our 40 partners in 13 countries,” said Bruno Even, CEO of Airbus Helicopters. “I look forward to watching this demonstrator pioneer high speed capabilities and develop the eco-mode system that will contribute to reducing fuel consumption,” he added. 

Optimised for a cruise speed of more than 400 km/h, the Racer demonstrator aims to achieve the best trade-off between speed, cost-efficiency, and mission performance. The Racer also targets a fuel consumption reduction of around 20%, compared to current generation helicopters of the same class, thanks to aerodynamic optimisation and an innovative eco-mode propulsion system. Developed with Safran Helicopter Engines, the  hybrid-electrical eco-mode system allows one of the two Aneto-1X engines to be paused while in cruise flight, thus contributing to cutting CO2 emissions. The Racer also aims to demonstrate how its particular architecture can contribute to lowering its operational acoustic footprint.

The Racer builds upon the aerodynamic configuration validated by the Airbus Helicopters X3 technology demonstrator which, back in 2013, broke the speed record and pushed the limits for a helicopter by reaching 472 km/h. While the aim of the X3 was to validate the compound architecture, combining fixed wings for energy efficient lift, lateral rotors for energy-efficient propulsion and a main rotor that provides energy-efficient VTOL flight capacity, the Racer aims to take the compound formula closer to an operational configuration and to offer increased capabilities for certain missions for which high speed can be a real advantage.

@airbusheli #Racer #MakingMissionsPossible

Your contact

Emmanuel Huberdeau

Airbus Helicopters

Airbus Press releases

Register to receive Airbus' latest press releases

Pdf 393.74 KB

First flight of Airbus Helicopters’ Racer demonstrator

Jpg 1.48 MB

• Disruptive concepts
• Disruptive Design
• Helicopters

Read more Helicopters news

The Racer is a real winner!

Airbus Helicopters to support Sécurité Civile and Gendarmerie Nationale helicopter fleet

Airbus finalises acquisition of Aerovel and its UAS Flexrotor

Two Research Initiation Fellowships (reference 56/2024/BII/AgendasPRR) at the Aveiro Institute of Materials, University of Aveiro - Project NGS (Agendas PRR)

Job information, offer description.

A call for application is now open for the attribution of 2 (two) Research Initiation Fellowship, with reference 56/2024/BII/AgendasPRR, for development of scientific and technological research activities, under the scheme «Agendas Mobilizadoras para a Inovação Empresarial», namely NGS – New generation Storage project, at Aveiro Institute of Materials,, at the University of Aveiro, Portugal, with the following conditions:

1. Scientific Area: Physics, Chemical Engineering, Physical Engineering, Chemistry, Nanoscience and Nanotechnology and similar areas.

2. Funding entity: funded by the PRR - Recovery and Resilience Plan and by the NextGenerationEU, through the scheme «Agendas para a Inovação Empresarial».

3. Admission Requirements: candidates must be Students enrolled in a master/integrated master course, in Physics, Chemical Engineering, Physical Engineering, Chemistry, Materials Science and Engineering scientific field.

The proof of enrolment must be made until the contract signing date, and the candidate may attach a declaration of honor to confirm that they meet the admission requirements.

If the qualification has been conferred by a foreign higher education institution it must be recognized by a Portuguese higher education institution, under the terms of the provisions of article 25 of Decree-Law no. 66/2018, of August 16th, which approves the legal regime of recognition of academic degrees and diplomas of Higher Education, attributed by foreign higher education institutions, and of paragraph e) of no. 2 of article 4 of Decree-Law no. 60/2018, of August 3rd, and any formalities established therein must be fulfilled by the date of the hiring act.

4. Eligibility: candidates who comply with provisions of paragraph a) nº1 from article 2 of the Statute of the Research Fellow are eligible, as amended by Decree-Law nº 123/2019, of 28 of August, and also the provisions of article nº 10 of the Scientific Research Grant Regulations of the University of Aveiro.

5. Work Plan: Collaboration in training activities and support for R&D in the area of batteries.

6. Legislation and regulations: the fellowship assignment will be done according to the Statute of the Scientific Research Fellow, published in Decree-Law nº 123/2019, of 28 of August; Scientific Research Grant Regulation of the University of Aveiro, Regulation No. 292/2020, published in Diário da República No. 61, Series II, of March 26th; Decree-Law No. 66/2018, of August 16th (Legal regime of recognition of academic degrees and diplomas of higher education awarded by foreign higher education institutions) (available at https://www.ua.pt/en/sgrh/bolseiros ).

7. Place of work: the work will take place at Department of Physics of the University of Aveiro, under the scientific supervision of Doctor Filipe Miguel Henrique Lebre Ramos Figueiredo, Principal Researcher.

8. Duration of the grant(s): the research fellowship will last for 3 (three) months, with an expected starting date on the October 1 st , 2024. The fellowship may be renewed up to the maximum limit of approved funding, during the project implementation period, and without exceeding the duration limits defined for the type of fellowship in article 10 of Regulation no. 292/2020, of February 28th, published in Diário da República, no. 61, Series II, of March 26th (Scientific Research Grant Regulation of the University of Aveiro).

9. Monthly allowance: The monthly allowance is €601.12, according to the table of values of monthly allowance set out in Attachment III of the Regulation on Scientific Research Scholarship of University of Aveiro, subject to any updates that may occur if applicable. The payment will be made by bank transfer. The candidate may also be reimbursed for the amount corresponding to the Voluntary Social Security, in case of adherence.

10. Selection method: the selection methods to be used include Curricular Evaluation, with the option Interview in case the Jury considers that do not have the conditions of deciding based on Curricular Evaluation. The sub criteria to be assessed under Curricular Evaluation (with a weight of 0 - 20  points) are:

- Average of the last academic degree obtained (50%);

- R&D experience in the scientific area of the competition (50%).

If the jury considers that do not have the conditions for deciding based on Curricular Evaluation, an interview may be held, where the final score will be 70% for curricular evaluation and 30% for interview.

The jury reserves the right to not admit candidates for interview that do not reach the minimum classification of 10 points (in a scale from 0 to 20 points), as well as not to assign the research fellowship if among candidates there is no one who has a minimum final classification of 10 points.

11. Members of the Jury: President: Dr. Filipe Lebre Henriques Lebre Ramos Figueiredo, Principal Reseacrher; Permanent members: Dr. Paula Cristina Vieira Barbosa, Junior Researcher and Dr. Pavel Zelenovskii, Junior Researcher; Substitute members: Dr. Andrei Kholkin, Principal Researcher and Dr. Carlos António Delgado Sousa Brites, Assistant Professor.

12. Period for submission of applications: the call is open between May 16 th , 2024 and June 8 th , 2024. Only applications received in this period will be considered for evaluation. Applications must be submitted by e-mail to [email protected] with identification of the reference number in the email subject.

Applications should include the following mandatory documents: certificate(s) of qualifications, curriculum vitae, declaration of honor, application form , motivation letter. The candidate should also indicate the e-mail address to be notified for all purposes within the scope of this procedure.

Failure to comply with the deadline for submission of the application, as well as the incorrect formalization of the application, result in the exclusion of the application.

13. Publication/notification of results: the results of the evaluation will be published within 60 working days after the final date of submission of the application, whereas the candidates will be notified by email. For the purposes of prior hearing of interested parties, the deadline of 10 working days after notification is set, as provided for in the Code of Administrative Procedure. At the end of the period for hearing the interested parties, and in the absence of any response from them, the list of candidates will become final. Candidates may lodge a complaint against the final decision within 10 working days after notification of the final decision, by appealing to the Rector.

14. Research fellowship duration: The final ranking list of candidates will be valid for 12 months for the purpose of constituting a reserve list for selection.

University of Aveiro, 15/05/2024

Dr. Filipe Lebre Henriques Lebre Ramos Figueiredo

PT version: Link directo para Jornal UA

Requirements

Additional information, work location(s), where to apply.