Purpose of position:
To support the curricular transformation of undergraduate courses in biology, chemistry, physics, mathematics and/or statistics in the College of Natural Sciences.
Essential functions:
Develop on-line instructional media, learning modules and assignments in Quest, the College's course management system, to meet the learning objectives of the course. Work with departmental faculty to design, implement and assess instructional objectives, activities and assessments for large-enrollment lower division courses targeted for redesign. Help train new faculty and graduate students to utilize these resources and conduct assessment studies. Evaluate the impact of instructional redesign, utilizing performance outcomes as well as the literature on cognitive, motivational, and social dimensions of college student learning. Prepare periodic formal reports of findings and outcomes for university administrators and college faculty.
Required qualifications:
Ph.D. degree in biology, chemistry, physics, mathematics or statistics, or a PhD in education with substantial content knowledge in a math or science field, with major coursework in the field of assignment and two years of related experience. One year of teaching experience at the undergraduate level in a large, lower-division course. Knowledge of student-learning processes and implications for the development of effective instruction. Familiarity with the instructional design process, including the development of assessments based on program requirements. Professional demeanor. Superior written and oral communication skills, and the ability to communicate effectively with faculty and students. Equivalent combination of relevant education and experience may be substituted as appropriate.
Preferred qualifications:
More than three years of undergraduate teaching experience. Proven effectiveness in instructional design, teaching and/or assessment in a STEM field. Experience designing and developing on-line instructional materials. Knowledge of current best practices in assessment and instructional technology. Sensitivity to teaching and learning needs at a major research university.
