Department
 

College The College

About the Department
 

The 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. The CCTL is undergoing an exciting new phase of expansion. As the CCTL grows, 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 Summary
 

Reporting to the Executive Director and collaborating with the Deputy Director and the CCTL staff, the Associate Director of STEM Pedagogy will have the opportunity to design, develop, and manage new pedagogy initiatives at the CCTL to support faculty and instructors in STEM and other quantitative and experimental programs and departments. The Associate Director of STEM Pedagogy will lead program logistics, 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.
This is an excellent opportunity for a new or experienced educational developer to join our growing team. The individual in this role will be able to make a significant impact on educational development programs at the CCTL and STEM teaching and learning at the University of Chicago.  A successful candidate will have a PhD in a STEM or closely related discipline, an in-depth knowledge of STEM pedagogy, and experience in college teaching. Title is commensurate with experience and qualifications.

Responsibilities

• In collaboration with the CCTL Executive Director, designs, develops, and oversees 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 educational development opportunities for faculty, instructors, and graduate students in STEM and other quantitative and experimental programs and departments, in collaboration with Center colleagues.
• Designs and develops pedagogical resources to inform course design, instruction, and program development in STEM and quantitative fields.
• Assists the Executive Director and Deputy Director in short- and long-range strategic planning for the CCTL.
• Assists Assistant Director of Research 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.
• 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.
• Teaches one section of Course Design and College Teaching, a pedagogy course for graduate students and postdoctoral scholars.
• Advises constituents, inclusive of faculty, lecturers, graduate students, or postdocs on various aspects of scholarly development.
• Responsible for scholarly development programs/services offered by office, including content development and administration.
• Performs other related work as needed.

Minimum Qualifications
 

Education:

Minimum requirements include a college or university degree in related field.

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Work Experience:

Minimum requirements include knowledge and skills developed through 5-7 years of work experience in a related job discipline.

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Certifications:

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Preferred Qualifications

Education:

• PhD, either in-hand or expected by start date, in STEM or related fields.

Experience:

• Minimum of 5 years of experience in a related position, ideally in a center for teaching and learning or other pedagogically oriented unit.
• STEM educational development experience.
• Knowledge of scholarship and teaching and learning, with a focus on STEM pedagogy.
• Leading workshops and individual consultations.
• Working with faculty/instructors and units in STEM and other quantitative and experimental programs and departments.
• Expertise in STEM pedagogy.

Preferred Competencies

• Comfort 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.
• Sit at a computer for 4-6 hours.
• Periodic walking to other campus locations.
• Option for working remotely one day a week during the academic year and two days a week during the summer.

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 Family
 

Student Affairs & Services

Role Impact
 

Individual Contributor

FLSA Status
 

Exempt

Pay Frequency
 

Monthly

Scheduled Weekly Hours
 

37.5

Benefits Eligible
 

Yes

Drug Test Required
 

No

Health Screen Required
 

No

Motor Vehicle Record Inquiry Required
 

No

Posting Statement
 

Employees must comply with the University’s COVID-19 vaccination requirements. More information about the requirements can be found on the University of Chicago Vaccination GoForward .
The University of Chicago is an Affirmative Action/ Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected 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.

 

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