What are the responsibilities and job description for the Assistant Director, Center for Teaching and Learning position at University of the Pacific?
Primary Purpose
The Assistant Director reports to and works collaboratively with the Director of the Center for Teaching and Learning ( CTL ) to develop and lead teaching-related programs and initiatives; consult with faculty members and departments; contribute to a national dialogue about teaching and learning; and support faculty professional development on all three campuses.
Essential Functions
Collaborates with the CTL director, faculty, and institutional partners in building vibrant, teaching-focused faculty communities across the three campuses of the University. Designs and facilitates workshops, communities of practice, book clubs, course design retreats, and additional teaching and faculty development programs to promote evidence-based, student-centered, inclusive instructional practices. Partners with faculty, departments, and academic leaders to support teaching effectiveness in STEM disciplines through evidence-based instructional practices, course design, assessment, and student success initiatives. Conducts confidential, one-on-one teaching consultations and classroom observations, offering evidence-informed guidance on teaching practices and course design. Develops on-demand resources to disseminate effective pedagogical approaches. Contributes to the strategic planning and implementation of educational development goals, curriculum, and assessment to meet teaching-related needs. Maintains knowledge of current research and emerging trends in higher education pedagogy and engages in professional development that enhances the work of the CTL and contributes to the field of educational development. Performs additional related duties as assigned. University of the Pacific recognizes that diversity, equity, and inclusion is foundational to the success of our valued students and employees. We prioritize policy and decision-making that demonstrates awareness of, and responsiveness to, the ways socio-cultural forces related to race, gender, ability, sexuality, socio-economic status, etc. impede or propel students, faculty, and staff.
Minimum Qualifications
Master’s Degree in any academic discipline. Two (2) years of experience designing and facilitating educational development programs for university faculty. Two (2) years of demonstrated teaching experience and effectiveness in an academic discipline at the university level.
Preferred Qualifications
Doctorate or terminal degree in a STEM field. Demonstrated STEM teaching experience and effectiveness at the university level. Knowledge of and ability to translate evidence-based teaching and assessment practices to support postsecondary STEM student success. Excellent interpersonal skills, strong written and verbal communication skills, and the ability to collaborate effectively with diverse constituencies, including the ability to maintain confidentiality. Demonstrated experience in a teaching and learning center, assessment, faculty evaluation, program evaluation, or institutional research. Experience with equitable, inclusive, and accessible pedagogies. Demonstrated success in developing diversity and inclusion initiatives focused on teaching and learning. Experience in assessment of learning outcomes at the classroom and/or program level. Excellent listening, decision-making, and consensus-building skills. Experience and sensitivity in working with people of diverse backgrounds and cultures. Demonstrated experience in advancing social justice, equity, and inclusion in a university setting. Ability to engage and integrate culturally responsive practices and knowledge in their work.
The Assistant Director reports to and works collaboratively with the Director of the Center for Teaching and Learning ( CTL ) to develop and lead teaching-related programs and initiatives; consult with faculty members and departments; contribute to a national dialogue about teaching and learning; and support faculty professional development on all three campuses.
Essential Functions
Collaborates with the CTL director, faculty, and institutional partners in building vibrant, teaching-focused faculty communities across the three campuses of the University. Designs and facilitates workshops, communities of practice, book clubs, course design retreats, and additional teaching and faculty development programs to promote evidence-based, student-centered, inclusive instructional practices. Partners with faculty, departments, and academic leaders to support teaching effectiveness in STEM disciplines through evidence-based instructional practices, course design, assessment, and student success initiatives. Conducts confidential, one-on-one teaching consultations and classroom observations, offering evidence-informed guidance on teaching practices and course design. Develops on-demand resources to disseminate effective pedagogical approaches. Contributes to the strategic planning and implementation of educational development goals, curriculum, and assessment to meet teaching-related needs. Maintains knowledge of current research and emerging trends in higher education pedagogy and engages in professional development that enhances the work of the CTL and contributes to the field of educational development. Performs additional related duties as assigned. University of the Pacific recognizes that diversity, equity, and inclusion is foundational to the success of our valued students and employees. We prioritize policy and decision-making that demonstrates awareness of, and responsiveness to, the ways socio-cultural forces related to race, gender, ability, sexuality, socio-economic status, etc. impede or propel students, faculty, and staff.
Minimum Qualifications
Master’s Degree in any academic discipline. Two (2) years of experience designing and facilitating educational development programs for university faculty. Two (2) years of demonstrated teaching experience and effectiveness in an academic discipline at the university level.
Preferred Qualifications
Doctorate or terminal degree in a STEM field. Demonstrated STEM teaching experience and effectiveness at the university level. Knowledge of and ability to translate evidence-based teaching and assessment practices to support postsecondary STEM student success. Excellent interpersonal skills, strong written and verbal communication skills, and the ability to collaborate effectively with diverse constituencies, including the ability to maintain confidentiality. Demonstrated experience in a teaching and learning center, assessment, faculty evaluation, program evaluation, or institutional research. Experience with equitable, inclusive, and accessible pedagogies. Demonstrated success in developing diversity and inclusion initiatives focused on teaching and learning. Experience in assessment of learning outcomes at the classroom and/or program level. Excellent listening, decision-making, and consensus-building skills. Experience and sensitivity in working with people of diverse backgrounds and cultures. Demonstrated experience in advancing social justice, equity, and inclusion in a university setting. Ability to engage and integrate culturally responsive practices and knowledge in their work.