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 Assessment 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 Assistant Director of Assessment and Scholarship will have the opportunity to design, develop, and manage two new initiatives at the CCTL: (1) the CCTL’s data portfolio and assessment of the Center’s programs and services, and (2) programs and services to support faculty and instructors in efforts to generate knowledge about teaching and learning and ways to share this knowledge with others at the University and beyond. This position will contribute to center operations to ensure that the work of the center is empirically informed. The Assistant Director of Assessment and Scholarship will lead program logistics, create resources, develop and lead workshops, and provide individual, department, and program consultations to support assessment and scholarship on teaching and learning at the University of Chicago. The ideal candidate for this position will be interested in designing programs and resources to assess how educational development contributes to student learning. 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 and assessment efforts at the CCTL and contribute to the broader field of scholarship on teaching and learning.  A successful candidate will have a PhD in a discipline represented at the University of Chicago, an in-depth knowledge of program assessment and the Scholarship of Teaching and Learning (SoTL), and experience in college teaching. Title is commensurate with experience and qualifications.

Responsibilities

• In collaboration with the Executive Director designs, plans, and manages CCTL data portfolio and assessment plan for programs and services at the CCTL and in collaboration with other units at the University of Chicago.
• Analyzes data and communicate findings to key stakeholders through reports, presentations, and consultations.
• Designs and develops educational development opportunities for faculty, instructors, and graduate students to design, conduct, and publish Assessment on teaching and learning.
• Designs and develops pedagogical resources to leverage SoTL Assessment to inform course design, instruction, and program development.
• Provides data and expertise to assist the Executive Director and Deputy Director in short- and long-range strategic planning for the CCTL and revises strategic priorities and makes programmatic changes in light of the assessment.
• Assists other CCTL staff in implementing an assessment plan for pedagogical development 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, etc.
• Uses data and Assessment to increase the CCTL’s profile, reputation, and visibility.
• Provides SoTL (Scholarship on Teaching and Learning) Assessment and assessment consultations for programs, departments, and individual instructors and courses at the University and in the College.
• Consults with campus leaders, including department chairs and School and Division Deans, on program and campus 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 graduate students and postdocs on various aspects of their scholarly development.
• Develops and leads programs and workshops related to various aspects of scholarly development.
• Perform 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 2-5 years of work experience in a related job discipline.

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Certifications:

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Preferred Qualifications

Education:

• PhD in social sciences, either in-hand or expected by start date, with strong methodological training in assessment, statistics, and qualitative analysis.

Experience:

• Minimum of 2 years of experience in a related position, ideally in a center for teaching and learning or other pedagogically oriented unit.
• Educational development and assessment experience.
• Experience with Institutional Review Boards protocols/regulations.
• Experience leading workshops and individual consultations.
• Comfort in an academic and assessment-intensive environment.

Technical Skills or Knowledge:

• Knowledge of assessment practices and the Scholarship on Teaching and Learning.

Preferred Competencies

• Expertise in the range of quantitative and qualitative educational assessment methodologies, including survey development, experimental design, content analysis, interview protocols, and working knowledge of statistical package(s) for quantitative analysis.
• History of publishing in peer-reviewed journals, preferably on the scholarship of teaching and learning.
• 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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