The Learning Strategies Center at Cornell University seeks an experienced instructor to teach active-learning based courses designed to strengthen the skills and knowledge needed to succeed in introductory physics courses, organize and run the Undergraduate Teaching Assistant (UTAs) and tutor program and to develop, and implement peer-led learning support. The successful candidate will be knowledgeable in effective classroom pedagogies to foster problem solving abilities of students and to encourage them to be independent and efficient learners, develop materials to guide student learning, and be able to work with students in office hours. The candidate will also have experience training, managing, and mentoring undergraduates to provide peer-led learning support. The candidate will contribute to the assessment of the courses they teach and of the peer-led learning support programs. The candidate will be responsive to the ongoing development of alternatives that will continue to provide support for emerging student needs.
This is a three-year renewable 9-month academic appointment beginning in Fall 2017.
As a member of the Learning Strategies Center, the candidate is expected to participate in LSC meetings and meet regularly with the Director of the LSC.
- Teach LSC's Physics 1012 and Physics 1013 course in Fall and Spring semesters. These are 1 cr supplemental problem solving course for Physics 1112 (Mechanics) and Physics 2213 (Electricity and Magnetism). Emphasis is on development a deep understanding of basic concepts in Electricity & Magnetism through solving problems and exploring at real life applications and helping students develop effective learning strategies.
- Attend Physics 1112/2213 (parent courses) lectures to become knowledgeable in content, concepts, and approaches, as well as the specific learning outcomes and topics for each class.
- Develop activities and materials for weekly sections that enhance conceptual learning of topics covered and problem solving in Phys1112/2213 to help students succeed.
- Include in the support course transferable skills that incorporate successful strategies for the deep learning of physics, such as critical thinking and reading, effective note-taking, prelim preparation, stress reduction, time-management, and procrastination reduction.
- Promote the ability of students to learn in groups and independently.
- Offer at least 7 regular office hours per week.
- Provide feedback on students' academic progress.
- In collaboration with the LSC Director, assess the effectiveness of Physics 1012/3 in fostering student learning and success.
- Submit reports on student use of supplemental course support and recommendations for future support.
- Be familiar with course offerings and content in the introductory physics courses.
- Recruit, interview, hire, and run a general "Physics Learning Center" in the afternoons and evenings Sunday through Thursday with tutors/experienced UTAs. The Learning Center would be open to students in all physics courses.
- Evaluate the needs of the physics courses supported by UTAs for staffing determination.
- Recruit, interview, and hire UTAs.
- Coordinate/schedule UTA assignments in discussion sections, labs, classes, and study halls for physics courses.
- Meet regularly with UTAs to discuss effective teaching and facilitation strategies and other topics as needed. Coordinate student peer-observations of their facilitation.
- Review and revise the current UTA program.
- In collaboration with the LSC Director, assess the effectiveness and impact of the peer-led learning support.
- Submit reports on student use of peer-led learning support and recommendations for future support.
- Collaborate with the LSC Director and the Physics Department to determine if there are alternatives to current courses or LSC support that would allow for more individualized preparation for and support of success in physics courses. Develop, implement, and assess new approaches as necessary.
- Regularly reach out to faculty in Physics to increase awareness of LSC support for students in their courses. Develop strategies, in consultation with Physics faculty, to communicate LSC support to students.
- An advanced degree in physics or in teaching physics; PhD preferred.
- Two to four years of experience teaching college-level physics.
- Knowledge of effective pedagogies and learning strategies.
- Demonstrated commitment to supporting academic achievement of diverse students.
- Ability to work with minimal supervisor and to have a team-oriented approach to student learning.
- Excellent planning, organization, and coordination skills
- Experience in curricular development and assessment preferred.
- General letter of interest
- Teaching statement
- 40% teaching supplemental physics courses
- 40% tutor and UTA hiring, coordination, training, communication
- 10% assessment of student learning
- 5% communication with Physics faculty
- 5% other LSC duties
To be considered for this position, please direct the materials below to Jennie Babcock at firstname.lastname@example.org
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