What is the CERES collaborative?

CERES will bring leading scholars and designers together with emerging leaders, promising junior specialists, and entrepreneurs to shape the future of educational and child-focused technologies. To ensure that substantial progress is made not only in this decade but also well into the future, the network will focus heavily on training and collaboration activities, inviting mid-career and senior members of the community to reimagine their work in light of network goals while enhancing opportunities and knowledge for junior participants. In particular, we will seek to develop a forward-looking training plan that provides opportunities for co-mentorship across disciplines, organizations, and nations. This training plan will build capacity to support reproducible and robust science and innovative solutions for the thorny challenges of the current and future global context. We will also seek to facilitate rapid-response research funding for evidence-based and high-impact research, alongside carefully curated opportunities for industry partnerships and data sharing. This research plan will build capacity to support translational science that not only moves the field forward but speaks to the real needs and priorities of corporate, start-up, non-profit, and governmental agencies.

Measuring and producing positive impacts on children’s learning and development in digital spaces will require large investments in team, evidence-based, interdisciplinary, translational, and reproduceable science. CERES will ensure that the next generation of scientists and leaders in the broad areas of educational and child-focused technology will know how to work together on impactful research. By working across disciplinary and organizational boundaries, this network will shape the next phase of research, innovation, and evidence-based commercial products in this space. Finally, by engaging stakeholders from both scientific and corporate entities through intentional training events, personnel exchanges, and collaborative research, the CERES network will bridge the divide between research and product, closing a key gap that inhibits progress in current models.

What are our Objectives?

Collaborate to create an international interdisciplinary network to advance evidence-based personalized learning in EdTech.
Research ways to reduce widening disparities in learning and development due to unequal access and personalization of digital technology across populations and contexts.
Train the next generation of scientists in personalized learning, new models of intervention & evaluation science, and reproducible and robust science.
Develop and test new forms of trusted and mutually beneficial industry-science partnerships in the field of educational technology.

Job Opportunities

Applications are being taken for a postdoctoral position housed at the University of California, Irvine (UCI), Department of Informatics with additional research and training activities at the University of California, Irvine, Department of Psychological Science. This postdoctoral fellowship is associated with the newly launched Jacobs CERES (“Connecting the EdTech Research EcoSystem”) Center. The CERES Center is the hub of a collaborative network developed to help tailor digital technologies for children. The postdoctoral fellow will work with Drs. Candice Odgers and Stephen Schueller (UCI, Psychological Science) and have a strong interest in developmental science and digital mental health, while overlapping with the goals of the CERES Center. The postdoctoral fellow will also have the opportunity to work with other members of the CERES Center at UCI, including other faculty and graduate students, and the CERES network more broadly. 

The CERES network brings together global leaders in computer science, psychology, neuroscience, education, and educational technology. CERES is supported by the Jacobs Foundation. The CERES Center at UCI is led by Candice Odgers (Psychological Science) and Gillian Hayes (Informatics) and includes work focused on improving the accessibility of EdTech, considering diverse outcomes in technologies include social-emotional learning, wellness, and mental health, and better understanding the impact of technology on youth and adolescent’s wellness and mental health. The postdoctoral fellow will also be expected to participate and contribute to trainings, workshops, and collaborative opportunities as a member of the CERES Center.

Primary activities for the fellow will include:

  • Assisting in quantitative data analysis with a preference for data science, big data, or intensive longitudinal data  
  • Participating in CERES Center activities including presentations, workshops, meetings
  • Preparing scientific outputs including presentations and publications
  • Supporting CERES Center project logistics


  • PhD or equivalent in psychology, public health, or related field
  • Strong methodological background in quantitative methods
  • Knowledge of statistical software in associated methodologies (e.g., SAS, MPlus, R, Stata for quantitative analysis)
  • Excellent oral and written communication skills and interpersonal and organizational skills
  • Previous experience conducting research with diverse stakeholders including, but not limited to, community-based organizations, industry partners, schools 

Appointments are for two years, with an option to extend to three years, pending budgetary approval. Salary is competitive. Start Date: Summer 2022 or Fall 2022, with opportunities for remote work. Review of applications will begin immediately and will continue until the position is filled. Applicants who contribute to UCI’s mission and commitment to inclusive excellence are encouraged to apply and discuss this contribution in their Inclusive Excellence Activities Statement. To apply: Please submit application materials to https://recruit.ap.uci.edu/JPF06735. (Job #JPF06735: Informatics / Donald Bren School of Information and Computer Sciences / UC Irvine). In the cover letter please include the following statement: “TO THE ATTENTION OF Candice Odgers and Stephen Schueller.” 

Questions? Please contact Candice Odgers (codgers@uci.edu) or Stephen Schueller (s.schueller@uci.edu