The University of Chicago
Assistant Director, STEM Pedagogy, Chicago Center for Teaching and Learning
The University of Chicago, Chicago, Illinois, United States, 60290
DepartmentCollege Chicago Center for Teaching
About the DepartmentThe Chicago Center for Teaching and Learning (CCTL) advances teaching and learning at the University of Chicago by fostering a vibrant community of pedagogical reflection, practice, and innovation. The Center is positioned in the College under the Office of Research and Teaching Innovations. The CCTL provides support for faculty, instructors, and graduate and undergraduate students across all disciplines through workshops, conferences, courses, learning communities, and consultation on higher education pedagogy. The CCTL works with schools, divisions, and departments to advise on teaching development initiatives and collaborates with campus partners on developing and enhancing pedagogical programs. As the CCTL continues to grow, Center staff will work collaboratively to support existing programming and design and implement new innovative programs and services to help the Center achieve the following goals:
Expand and deepen pedagogical development for scholar-teachers at all stages of their careers by: (1) building community through shared practice; (2) promoting equitable, engaged, and innovative teaching; and (3) supporting the generation of knowledge about teaching and learning and the ways to share this knowledge with others.
Provide targeted support and programming for discipline-specific pedagogy in the departments and programs across the university, including, but not limited to, STEM fields and other quantitative and experimental programs and departments.
Develop programming to support students (and other units that work with students) as they develop the skills to be independent learners in and outside of the classroom.
The CCTL is committed to supporting and promoting effective, equitable, and evidence-informed teaching and learning at the University of Chicago. Equity, inclusion, and belonging form the basis of our pedagogy, programs, services, and interactions with all members of the University of Chicago community. All staff members at the CCTL are expected to uphold these principles in their work and to engage in ongoing professional development related to inclusive pedagogy.
Job SummaryReporting to the Deputy Director and collaborating with the Executive Director and the CCTL staff, the Assistant Director of STEM Pedagogy will design, develop, and implement pedagogy initiatives at the CCTL to support faculty and instructors in STEM and other quantitative and experimental programs and departments. The Assistant Director of STEM Pedagogy will work closely with the Deputy Director and Director of Pedagogy to develop programming, create resources, develop and lead workshops, and provide individual, department, and program consultations to support teaching and learning in STEM. The ideal candidate for this position will have experience and interest in designing pedagogical programs and resources to promote equity and inclusion for students in STEM fields. In addition, they will have the opportunity to teach one section a year of Course Design and College Teaching, the CCTL’s flagship pedagogy course, and contribute to other aspects of Center operations as needed.
Responsibilities
In collaboration with the CCTL Deputy Director and the Pedagogy Team, designs, develops, and implements programming and offerings to support and advance undergraduate STEM education in the Physical and Biological Sciences Divisions, the Pritzker School of Molecular Engineering, and other quantitative and experimental programs and departments.
Works with the Phoenix STEM Program Director on faculty and instructor training on URM and women student experiences in STEM fields.
Researches, develops, implements, and evaluates innovative and pedagogically sound solutions for addressing instructional challenges in STEM and quantitative fields.
Designs and develops pedagogical resources to inform course design, instruction, and program development in STEM and quantitative fields.
Assists the Assistant Director of Assessment and Scholarship in implementing an assessment plan for faculty and instructor programs to evaluate effectiveness of reaching program goals, including surveys and interviews of participants, review of materials produced by participants, analysis of teaching observation results, and design and analysis of research on student learning.
Increases the CCTL’s profile, reputation, and visibility.
Teaches one section of Course Design and College Teaching, the required course for the CCTL’s College Teaching Certificate, a pedagogy course for graduate students and postdoctoral scholars.
Designs and teaches a new higher education pedagogy and research course to expand pedagogy certificate offerings, in collaboration with relevant CCTL staff.
Provides one-on-one consultations with individual instructors about their teaching, courses, and student learning with an emphasis on STEM and quantitative fields.
Consults and partners with campus leaders, including department chairs and school and division deans, on STEM teaching and learning projects, such as curriculum design and assessment, active and inclusive teaching practices, and the assessment of teaching.
Uses in-depth knowledge and experience to recommend concepts for programming to leaders of various organizations and programs at the University of Chicago.
Develops and leads programs and workshops related to various aspects of scholarly development.
Presents program content.
Performs other related work as needed.
Minimum QualificationsEducation:Minimum requirements include a college or university degree in related field.
Work Experience:Minimum requirements include knowledge and skills developed through 2-5 years of work experience in a related job discipline.
Preferred QualificationsEducation:
PhD, either in-hand or expected by start date, in STEM or related fields.
Experience:
Minimum of 2 years of experience in a related position.
STEM educational development experience.
Leading workshops and individual consultations.
Working with faculty/instructors and units in STEM and other quantitative and experimental programs and departments.
Technical Skills or Knowledge:
Knowledge of scholarship, teaching, and learning, with a focus on STEM pedagogy.
Expertise in STEM pedagogy.
Preferred Competencies
Comfortable in an academic and research-intensive environment.
Strong verbal and written communication skills.
Strong organizational skills, prioritize and manage concurrent tasks with interruptions.
Work with faculty and instructors from a variety of disciplines and backgrounds.
Demonstrated commitment to advancing innovative and inclusive teaching in higher education.
Work effectively with supervision and as a part of a team, individually, or in concert with other offices and campus partners.
Establish good working relationships with people of different backgrounds.
Work autonomously, taking initiative and without detailed instructions.
Excellent facilitation, consultation, and collaboration skills.
Working Conditions
Office environment.
Fast-paced environment.
Some evening and weekend work.
Sit at a computer for 4-6 hours.
Periodic walking to other campus locations.
Option for working remotely two days a week.
Application Documents
Resume/CV (required)
Cover Letter, to include interest in position (required)
References Contact Information (3)(required)
Teaching Statement (preferred)
When applying, the document(s) MUST be uploaded via the My Experience page, in the section titled Application Documents of the application.
Job FamilyStudent Affairs & Services
Role ImpactIndividual Contributor
FLSA StatusExempt
Pay FrequencyMonthly
Scheduled Weekly Hours37.5
Benefits EligibleYes
Drug Test RequiredNo
Health Screen RequiredNo
Motor Vehicle Record Inquiry RequiredNo
Posting StatementThe University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, national or ethnic origin, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination.
Staff job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form.
We seek a diverse pool of applicants who wish to join an academic community that places the highest value on rigorous inquiry and encourages a diversity of perspectives, experiences, groups of individuals, and ideas to inform and stimulate intellectual challenge, engagement, and exchange.
All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position.
The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at:
http://securityreport.uchicago.edu . Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.
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About the DepartmentThe Chicago Center for Teaching and Learning (CCTL) advances teaching and learning at the University of Chicago by fostering a vibrant community of pedagogical reflection, practice, and innovation. The Center is positioned in the College under the Office of Research and Teaching Innovations. The CCTL provides support for faculty, instructors, and graduate and undergraduate students across all disciplines through workshops, conferences, courses, learning communities, and consultation on higher education pedagogy. The CCTL works with schools, divisions, and departments to advise on teaching development initiatives and collaborates with campus partners on developing and enhancing pedagogical programs. As the CCTL continues to grow, Center staff will work collaboratively to support existing programming and design and implement new innovative programs and services to help the Center achieve the following goals:
Expand and deepen pedagogical development for scholar-teachers at all stages of their careers by: (1) building community through shared practice; (2) promoting equitable, engaged, and innovative teaching; and (3) supporting the generation of knowledge about teaching and learning and the ways to share this knowledge with others.
Provide targeted support and programming for discipline-specific pedagogy in the departments and programs across the university, including, but not limited to, STEM fields and other quantitative and experimental programs and departments.
Develop programming to support students (and other units that work with students) as they develop the skills to be independent learners in and outside of the classroom.
The CCTL is committed to supporting and promoting effective, equitable, and evidence-informed teaching and learning at the University of Chicago. Equity, inclusion, and belonging form the basis of our pedagogy, programs, services, and interactions with all members of the University of Chicago community. All staff members at the CCTL are expected to uphold these principles in their work and to engage in ongoing professional development related to inclusive pedagogy.
Job SummaryReporting to the Deputy Director and collaborating with the Executive Director and the CCTL staff, the Assistant Director of STEM Pedagogy will design, develop, and implement pedagogy initiatives at the CCTL to support faculty and instructors in STEM and other quantitative and experimental programs and departments. The Assistant Director of STEM Pedagogy will work closely with the Deputy Director and Director of Pedagogy to develop programming, create resources, develop and lead workshops, and provide individual, department, and program consultations to support teaching and learning in STEM. The ideal candidate for this position will have experience and interest in designing pedagogical programs and resources to promote equity and inclusion for students in STEM fields. In addition, they will have the opportunity to teach one section a year of Course Design and College Teaching, the CCTL’s flagship pedagogy course, and contribute to other aspects of Center operations as needed.
Responsibilities
In collaboration with the CCTL Deputy Director and the Pedagogy Team, designs, develops, and implements programming and offerings to support and advance undergraduate STEM education in the Physical and Biological Sciences Divisions, the Pritzker School of Molecular Engineering, and other quantitative and experimental programs and departments.
Works with the Phoenix STEM Program Director on faculty and instructor training on URM and women student experiences in STEM fields.
Researches, develops, implements, and evaluates innovative and pedagogically sound solutions for addressing instructional challenges in STEM and quantitative fields.
Designs and develops pedagogical resources to inform course design, instruction, and program development in STEM and quantitative fields.
Assists the Assistant Director of Assessment and Scholarship in implementing an assessment plan for faculty and instructor programs to evaluate effectiveness of reaching program goals, including surveys and interviews of participants, review of materials produced by participants, analysis of teaching observation results, and design and analysis of research on student learning.
Increases the CCTL’s profile, reputation, and visibility.
Teaches one section of Course Design and College Teaching, the required course for the CCTL’s College Teaching Certificate, a pedagogy course for graduate students and postdoctoral scholars.
Designs and teaches a new higher education pedagogy and research course to expand pedagogy certificate offerings, in collaboration with relevant CCTL staff.
Provides one-on-one consultations with individual instructors about their teaching, courses, and student learning with an emphasis on STEM and quantitative fields.
Consults and partners with campus leaders, including department chairs and school and division deans, on STEM teaching and learning projects, such as curriculum design and assessment, active and inclusive teaching practices, and the assessment of teaching.
Uses in-depth knowledge and experience to recommend concepts for programming to leaders of various organizations and programs at the University of Chicago.
Develops and leads programs and workshops related to various aspects of scholarly development.
Presents program content.
Performs other related work as needed.
Minimum QualificationsEducation:Minimum requirements include a college or university degree in related field.
Work Experience:Minimum requirements include knowledge and skills developed through 2-5 years of work experience in a related job discipline.
Preferred QualificationsEducation:
PhD, either in-hand or expected by start date, in STEM or related fields.
Experience:
Minimum of 2 years of experience in a related position.
STEM educational development experience.
Leading workshops and individual consultations.
Working with faculty/instructors and units in STEM and other quantitative and experimental programs and departments.
Technical Skills or Knowledge:
Knowledge of scholarship, teaching, and learning, with a focus on STEM pedagogy.
Expertise in STEM pedagogy.
Preferred Competencies
Comfortable in an academic and research-intensive environment.
Strong verbal and written communication skills.
Strong organizational skills, prioritize and manage concurrent tasks with interruptions.
Work with faculty and instructors from a variety of disciplines and backgrounds.
Demonstrated commitment to advancing innovative and inclusive teaching in higher education.
Work effectively with supervision and as a part of a team, individually, or in concert with other offices and campus partners.
Establish good working relationships with people of different backgrounds.
Work autonomously, taking initiative and without detailed instructions.
Excellent facilitation, consultation, and collaboration skills.
Working Conditions
Office environment.
Fast-paced environment.
Some evening and weekend work.
Sit at a computer for 4-6 hours.
Periodic walking to other campus locations.
Option for working remotely two days a week.
Application Documents
Resume/CV (required)
Cover Letter, to include interest in position (required)
References Contact Information (3)(required)
Teaching Statement (preferred)
When applying, the document(s) MUST be uploaded via the My Experience page, in the section titled Application Documents of the application.
Job FamilyStudent Affairs & Services
Role ImpactIndividual Contributor
FLSA StatusExempt
Pay FrequencyMonthly
Scheduled Weekly Hours37.5
Benefits EligibleYes
Drug Test RequiredNo
Health Screen RequiredNo
Motor Vehicle Record Inquiry RequiredNo
Posting StatementThe University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, national or ethnic origin, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination.
Staff job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form.
We seek a diverse pool of applicants who wish to join an academic community that places the highest value on rigorous inquiry and encourages a diversity of perspectives, experiences, groups of individuals, and ideas to inform and stimulate intellectual challenge, engagement, and exchange.
All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position.
The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at:
http://securityreport.uchicago.edu . Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.
#J-18808-Ljbffr