Assistant Director, Center for Teaching

Provide instructional services or support to faculty, staff, and students by designing, developing, selecting, adapting, presenting, or maintaining instructional/informational materials and/or facilities (e.g., classrooms, labs, studios, centers, workshops, technology programs) for the purpose of teaching and learning. Provide instruction to students to enhance their skills in key areas such as language and writing. Key areas of responsibility include design and create instructional materials; instruct, train, consult and support; manage facilities and technology; and manage operational (financial and administrative) tasks associated with providing instructional services.

The Assistant Director will help disseminate innovative, evidence-based teaching strategies, assessment methods, and teaching technology integration, including active learning pedagogies. The person in this position will support teaching and learning excellence through one-on-one consultations, program and project development, and enhancement of current programs and institutional initiatives, including active learning (TILE) pedagogies, the Course Design Institute, and the Scholarship of Teaching and Learning (SoTL).

For a full job description, please send an e-mail to the contact listed below.

• Master’s degree in Education, Curriculum Development, Educational Pedagogy or Psychology, or a related teaching/learning field, or an equivalent combination of education and related experience may also serve to meet these minimum requirements.

• Two years’ experience providing support to faculty members or graduate students across varied disciplines including STEM, social science, humanities and arts in course development, including: one-on-one consultations with faculty members, and creation of instructional and training materials—print and digital.
• Two years’ experience working in a college or university teaching center.
• Demonstrated experience designing, conducting, and assessing Scholarship of Teaching and Learning (SoTL).
• Demonstrated expertise in qualitative and quantitative research on teaching and learning topics as evidenced by CITI certification and experience working with IRB’s, and publication in peer reviewed journals focusing on teaching and learning in higher education.
• Demonstrated expertise in adult education, including transparency in teaching and other academic course design and delivery methods.
• Demonstrated experience researching, serving as a resource to others in a professional setting, and presenting on literature-supported topics related to diversity, equity, and inclusion in course design, classroom management, and students’ academic lives.
• Demonstrated experience teaching college-level courses (in classroom)-a minimum of two semesters as the instructor of record.
• Demonstrated project creation, development, and project management skills, including experience facilitating or integrating a diverse team.
• Demonstrated high-level understanding of effective communication concepts, tools, and techniques; ability to effectively communicate, understand, and interpret concepts, ideas, information, data, and instructors’ needs through an array of communication pathways appropriate to a variety of institutional audiences.
• Strong organizational skills, including arranging events, programs, and projects, and documenting processes and outcomes.
• Demonstrated effectiveness working in a high-functioning team. Excellent interpersonal skills.
• Demonstrated experience working with or knowledge of instructional technologies such as course management systems and web sites.
• Strong presentation skills, including an understanding of and appropriate response to an array of audiences with varied professional development needs. Flexibility and strong ability to “think on one’s feet” when presenting. Experience with workshop presentation development and delivery.
• Demonstrated understanding of relevant instructional design concepts and processes; ability to design instructional content to meet the learning needs of a target population.
• Demonstrated experience integrating new or emerging pedagogical concepts and teaching technologies into courses and instructor professional development.