2336 Science Education Project Director


TITLE Science Education Project Director




IMMEDIATE SUPERVISOR Dean, College of Natural and Applied Science



The Science Education Project Director coordinates programs that promote science education in P-12 schools and takes a lead role in writing grants to fund science education programs with the National Science Foundation, National Institute of Health (NIH), and other funding agencies in cooperation with Missouri State University (MSU) departments in the College of Natural and Applied Science (CNAS) and the College of Education (COE). The Science Education Project Director coordinates funded grants promoting science education, collaborates with appropriate MSU departments, faculty, and other science-related units on campus to offer science education programs for P-12 students, and develops programs/academies promoting science education for P-12 students and teachers.


Education: A Master’s degree in education, science education, or a science-related field is required.

Experience: Experience in classroom teaching, preferably in secondary science education, is required; three or more years of experience in classroom teaching in secondary/middle schools is preferred. Experience in managing projects of significant size, including education programs and/or grant projects is required. Experience in developing or coordinating the development of professional development training for educators is preferred.

Skills: Excellent verbal and written communication skills are required. The ability to undertake a range of tasks and organize time efficiently is required. Familiarity with P-12 formal education and the ability to help provide training of teachers in science is required. Must be familiar with and supportive of hands-on and inquiry-based approaches to science learning.


1. Works with the deans of COE and CNAS, appropriate department heads and faculty, other MSU science-related unit directors, and P-12 schools to write grant proposals to fund science and mathematics education programs.

2. Provides overall coordination of funded science education programs for P-12 schools that are sponsored by MSU colleges, departments and other science-related units.

3. Cultivates relationships and partnerships with other organizations related to science education to support programs and projects for P-12 schools.

4. Works with appropriate MSU personnel in donor cultivation and other fundraising activities to support science programs and projects at MSU for P-12 schools.

5. Coordinates the cultivation of relationships, partnerships, and donors with appropriate units, such as, Jordan Valley Innovation Center (JVIC) and corporate partners.

6. Administers funded grants and their respective budgets and prepares financial and narrative reports for appropriate funding agencies and MSU offices.

7. Prepares master schedules and timelines for all projects.

8. Coordinates the hiring of instructors and resident assistants for programs and academies.

9. Plans and coordinates faculty/staff/teacher workshops, orientation sessions, and evaluations.

10. Oversees the preparation of curricular guides and curriculum development and professional development activities.

11. Increases awareness of and support for science education by conducting proactive public relations with the media.

12. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as assigned.

13. Performs other duties as assigned.


The Science Education Project Director is supervised by the Dean of CNAS and supervises graduate assistants, students, and externally-funded staff supporting science projects and programs in the P-12 schools.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.