Serve as an in-house resource and expert in curriculum development, pedagogy, assessment, and instruction, providing coaching and instructional support to faculty members and academic teaching staff.
Support the development, delivery, and evaluation of resources and programming to improve informal and ongoing teaching evaluations.
Collaborate with on-campus partners to develop and deliver workshops and presentations.
Lead initiatives that recognize exemplary instruction within the Faculty.
Oversee the administration, development, delivery, and evaluation of the SPARK-ENG Program aimed at enhancing effective instructional practice and assessment.
Provide support for undergraduate engineering education research conducted by the Experiential and Professional Education portfolio.

Requirements

Master's or PhD Degree Required. Recommended fields include Education (e.g., Post-Secondary or Adult Education), STEM Education, Instructional Design, Educational Psychology, or a PhD in a specific Engineering discipline with a documented focus on pedagogical research.
Minimum of 3 years demonstrated expertise in pedagogy and instruction at the post-secondary level; significant experience with teaching, speaking, and facilitation to a variety of different audiences, groups, and backgrounds.
Ability to employ varied teaching strategies and pedagogical approaches relevant to post-secondary instruction and the engineering classroom, including active learning, experiential education, just-in-time teaching, universal design for learning (UDL) and reflective practice.
Ability to plan and implement programming based on assessed needs, develop and conduct formative and summative assessments of programs, and participate in the development of goals, objectives, policies, and procedures in order to make recommendations for future programming.
High level of emotional intelligence, strong interpersonal skills and cross-cultural sensitivity, with a demonstrated ability to build and maintain effective professional relationships with colleagues, faculty members, teaching staff, faculty leadership, and other stakeholders.
Excellent verbal and written communication skills with the ability to adapt communication style and to collaborate with colleagues
Demonstrated ability in educational leadership and change management, including the capacity to influence institutional culture and support faculty through the adoption of new pedagogical practices.
Ability to coach and mentor faculty members, academic teaching staff, faculty service officers, and graduate students as it relates to their instructional practices.
High degree of initiative and judgment, capable of working independently with minimal supervision and effectively prioritizing competing priorities.
Demonstrated proficiency with Microsoft Office Suite (Word, PowerPoint, Excel) and Google Workspace (Docs, Sheets, Slides, Sites) tools, virtual platforms (Zoom/Google Meet), learning management systems (LMS), and ability to quickly learn new software.
Formal and demonstrated education, training, and/or experience in equity, diversity, and inclusivity to work in the University’s Access, Community, and Belonging framework.

Benefits

This position has a comprehensive benefits package

Applicant Tracking System Keywords

Tip: use these terms in your resume and cover letter to boost ATS matches.

Hard Skills & Tools

curriculum developmentpedagogyassessmentinstructionactive learningexperiential educationjust-in-time teachinguniversal design for learningreflective practiceeducational leadership

Soft Skills

emotional intelligenceinterpersonal skillscross-cultural sensitivitycommunication skillscoachingmentoringinitiativejudgmentprioritizationcollaboration

Certifications

Master's DegreePhD Degree