teaching

University of Ottawa Full-Time Faculty Positions in Education. Due: Sept 15, 2016

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University of Ottawa Full-Time Faculty Positions in:

Indigenous Studies, Interdisciplinary Approaches to Teacher Education at the Primary/Junior Level,  Inclusive Education, E-learning in Higher Education Contexts, and Program Evaluations

The functions of a member of the academic faculty include, in varying proportions: teaching activities, scholarly activities in the form of research, artistic or literary creation, or professional work, academic service activities, supervision of graduate students.

Requirements: Education: PhD. In Education or equivalent in a field related to the position.  Work Experience: A demonstrated excellent research track record in a field-related to the position.  A demonstrated track record in teaching and training at the undergraduate and graduate levels in the context of interdisciplinary collaboration, ability to teach hybrid and on-line courses.  Passive knowledge of French is a requirement for tenure.

Deadline: September 15, 2016

Apply: Send Resume, a detailed research proposal, a description of teaching interests and 3 references to Raymond LeBlanc, PhD., Acting Dean, Faculty of Education, University of Ottawa deduc@ottawa.ca

Graduate Instructional Skills Workshop

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Our three day ISWs are 24-hour professional development sessions designed for graduate students interested in developing and enhancing their instructional skills. It caters to individuals new at teaching as well as those who wish to refresh and enhance their skills. We take a learner-centered approach that may have you looking at your students in a whole new light! Participants benefit from practicing skills and sharing ideas in a cooperative environment.

Due to the interactive nature of this workshop, participants must be comfortable communicating verbally in English. All ISWs run for 3 days from 8:15 a.m. – 5:00 p.m. each day and attendance is required for the full time.

After completing all aspects of this workshop you will be awarded a Certificate of Completion and will receive an entry on your transcript indicating that you have participated in the ISW (indicated as INDS 501).

Fees: $60 registration deposit, refunded upon successful completion of the workshop

Registration: ISWs offered for Graduate Students at UBC are in high demand and wait lists for each workshop are typically 80-100+. Wait list registration opens for each session approximately 4-6 weeks before the session date. Please click on a date listed below to be added to the list.

August 6, 7, 2016     August 14, 20, 21, 2016      September 17, 24, 25, 2016

September 3, 10, 11, 2016 –Registration now open!!

CTLT Summer Institute, August 22-25, 2016

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Program + Registration

The week-long CTLT Summer Institute, taking place August 22-25, 2016, is designed for educators who are new to teaching at UBC or are interested in renewing their teaching approaches. Explore and share fundamental teaching and learning practices through workshops and information sessions.

All events are free and take place in the Irving K. Barber Learning Centre (IKBLC) on UBC’s Vancouver Campus.

Schedule of Events

View and register for events below or download the complete 2016 CTLT Summer Institute Schedule of Events.
Schedule of Events (PDF)

Guiding Class Discussions

9:30 am – 11:30 am
IKBLC, Lillooet Room 301

In many disciplines “Discussions” are a critical component of the curriculum. But, how do you facilitate as a TA a discussion effectively to stay on track, to motivate all students to speak and to balance student participation at the same time? Please join us for this interactive workshop to explore and learn more about these topics.
Register >

Welcome to Teaching at UBC

9:30 am – 12:00 pm
IKBLC, Seminar Room 2.22

At this welcome session you will be introduced to what you need to know to teach your first course at UBC.
Register >

UBC Studios Open House

1:00 pm – 3:00 pm
UBC Studios, Main Studio, Room 0110

With support from the provost office, UBC Studios has recently setup new educational media support services and studios at no charge for all UBC faculty and staff. This studio tour will introduce you to our current and new services and facility.
Register >

Developing Course Goals and Learning Objectives

1:00 pm – 3:30 pm
IKBLC, Seminar Room 2.22

As you design or redesign your course, have you considered what you intend your students should take away from your course? What they should be able to know/do/feel by the end?
Register >

 

Developing a Learning-Centered Syllabus

9:30 am – 12:00 pm
IKBLC, Seminar Room 2.22

Your syllabus is an important document that introduces the course and you to the students. It also sets forth your responsibilities and those of your students.
Register >

Approaching Teaching as a Scholarly Activity

1:00 pm – 3:30 pm
IKBLC, Seminar Room 2.22

In this session, the distinctions and similarities between research and teaching as a scholarly activity will be discussed and we will provide some tools to help you move your SoTL project forward.
Register >

Marking Papers and Giving Feedback

1:30 pm – 3:30 pm
IKBLC, Lillooet Room 301

In this workshop, we will review a few strategies that will help you keep your grades consistent, provide feedback that helps students learn from their mistakes as well as their successes, and do it all in a way that saves you both time and energy.
Register >

 

Teaching with Teaching Assistants (for Faculty)

9:30 am – 12:00 pm
IKBLC, Seminar Room 2.22

In this session, we will explore what instructors and students expect from their TAs, key elements of the TA contract, and how we can enhance the teaching and learning experiences of our TAs.
Register >

TA-Instructor Working Relationships (for TA’s)

9:30 am – 12:00 pm
IKBLC, Lillooet Room 301

In this session we will explore the various needs and expectations (including the TA contract) that structure the TA-Instructor relationship, develop effective communication strategies, including feedback and building professional interpersonal skills, all with the aim of helping you to build a harmonious and rewarding professional relationship with the instructors you work with.
Register >

LT Hub Open House

1:30 pm – 3:30 pm
IKBLC, Seminar Room 2.22

Come and visit the LT Hub staff to learn more about our wide range of services and support. Not sure how learning technologies can support your teaching practice? Talk to skilled and knowledgeable LT educational consultants about integrating learning technologies into your face-to-face, blended or online course.
Register >

 

Giving a Guest Lecture/Presentation

9:30 am – 11:30 am
IKBLC, Lillooet Room 301

In this session, we will provide you with some practical strategies for planning a well-organized presentation that is focused, on point, and memorable. You will also discuss some of the common challenges in giving a good presentation, and develop some strategies you can use to manage anxiety when giving your presentation.
Register >

Assessment and Evaluation

9:30 am – 12:00 pm
IKBLC, Seminar Room 2.22

In this workshop, you will develop a course assessment plan, including both formative and summative assessment, that aligns with your intended course learning outcomes, goals or objectives.
Register >

Participatory Learning Techniques for Flipped and Blended, Face to Face Environment

1:00 pm – 3:30 pm
IKBLC, Seminar Room 2.22

In this workshop, we will guide the reflection, the discussion, and the design of appropriate active learning techniques that are best for the learners, for the courses, and for different learning environments.
Register >

Assistant Professor (Tenure-Track) Social Work, Catholic University of America.

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The Catholic University of America National Catholic School of Social Service Washington, DCAssistant Professor (Tenure-Track)

Derived from the mission of The Catholic University of America and values of the social work profession, the m i s s i o n o f t h e National Catholic School of Social Service (NCSSS) is to educate students from diverse faiths and cultures who, in their professional endeavors, embody the values of social justice, service, and scholarship. This mission is grounded in the justice and charity foundation of Catholic social teachings and the tradition of a modern university that welcomes all forms of human inquiry.

In 1918, the National Catholic School of Social Service was founded by the Catholic Church in the United States to provide a Catholic response to social problems in society. The doctoral program, established in 1934, is the third oldest social work doctoral program in the world. NCSSS , fully accredited by the Council on Social Work Education, a l s o provides a master’s degree in social work, and bachelor’s degree in social work.

Today, NCSSS is ranked by the US News and World Report in the top 50 schools of social work. Further, the School is proud to be ranked the #1 Catholic and #2 Christian school of social work in the world. The school’s online MSW program is ranked #4. Clearly, excellence in scholarship, education, and service by NCSSS faculty is a hallmark of the school.

We seek candidates who understand, are enthusiastic about, and will make a significant contribution to the mission of the University, which reads as follows:

“As the national university of the Catholic Church in the United States, founded and sponsored by the bishops of the country with the approval of the Holy See, The Catholic University of America is committed to being a comprehensive Catholic and American institution of higher learning, faithful to the teachings of Jesus Christ as handed on by the Church. Dedicated to advancing the dialogue between faith and reason, The Catholic University of America seeks to discover and impart the truth through excellence in teaching and research, all in service to the Church, the nation and the world.”

Essential Duties: (1) Teach clinical social work practice courses in the BSW and MSW programs, including advanced theory courses. (2) Actively participate in one of the NCSSS research centers and collaborate in the development of research projects and grants; (3) Serve as a mentor and advisor to students; (4) Serve on school and university committees; and (5) Perform other duties as assigned.

Qualifications: MSW and PhD in Social Work, with eligibility for licensure as an LCSW, and evidence of successful teaching experience in a social work program. Strong understanding of Catholic Social Teaching and the Catholic Moral Tradition.

Mission Statement. The Catholic University of America is the national university of the Catholic Church and was founded as a center of research and scholarship. We seek candidates who will make a significant contribution to the mission and goals of the University and NCSSS.

Applicants are urged to review the University Mission Statement on our website: http://www.cua.edu/about-cua/mission-statement.cfm. Candidates will be expected to provide a written statement to Dean Rainford reflecting how their academic and professional goals fit with the mission of the university and the school, with specific attention to the University mission statement.

The National Catholic School of Social Service has a longstanding commitment to enhancing diversity, therefore we strongly encourage applications from people from underrepresented groups.

Applicant finalists who are being considered for employment will be asked to submit to a criminal background check.

All interested and qualified candidates, please submit a CUA Application for Employment, cover letter, curriculum vitae, and the names and telephone numbers of three professional references to: Dean Will C. Rainford, The Catholic University of America, NCSSS, 620 Michigan Avenue, Washington, DC 20064. You may also apply by e-mail to: rainford@cua.edu. Reviewof applications will begin immediately and continue until the position is filled.

Posting (PDF): 2016-17 job post

Faculty Position in English Dine College, Department of English

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http://www.educaloxy.com/announcement%2ca2510.html

A full-time College faculty is responsible for instruction, assessment, advising, committee work, and service to the College. Other duties may include grant management, research, or specific academic endeavors. A College faculty is critical in creating, maintaining, assessing and reflecting upon a learning environment where academic discipline interweaves with the College mission to support student learning and the Dine Educational Philosophy.

Instruction and curriculum. Times, days, and site(s) for teaching of courses vary and modes of delivery may include distance education technology. It is expected faculty will utilize the LMS the College provides. As a multisite college, faculty may be required to travel to teach courses for Dine’ College.

Tenure-Track Positions in Education at Queen’s University. Due: Sept 1, 2016

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Tenure-Track Positions in Education

The Faculty of Education at Queen’s University invites applications for two Tenure-track faculty positions at the rank of Assistant Professor with specializations in 1) Exceptional Learners and 2) At-risk Learners/Student Success, with a preferred starting date of July 1, 2017.

Candidates must have a PhD or equivalent degree completed at the start date of the appointment. The main criteria for selection are academic and teaching excellence. The successful candidate will provide evidence of high quality scholarly output that demonstrates potential for independent research leading to peer assessed publications and the securing of external research funding, as well as strong potential for outstanding teaching contributions at both the undergraduate and graduate levels, and an ongoing commitment to academic and pedagogical excellence in support of the Faculty’s programs. Candidates must provide evidence of an ability to work collaboratively in an interdisciplinary and student-centred environment, and demonstrate knowledge of teacher education and familiarity with the context of schooling and schooling systems in Canada. The successful candidate will be required to make substantive contributions through service to the Faculty, the University, and/or the broader community. Salary will be commensurate with qualifications and experience.  These positions are subject to final budgetary approval by the University.

1) Exceptional Learners
The successful candidate must have an academic profile centred on practice and research in learning exceptionalities, including 1) knowledge and experience with school-based special education services and classroom-based adaptations that support a range of inclusionary approaches; 2) knowledge of the cognitive and/or neuropsychological underpinnings for a wide range of exceptional populations; 3) understanding of identification and diagnostic criteria, connecting assessment practices to individual and group adaptations, and selecting/implementing evidence-based supports for students with exceptionalities.

2) At-risk Learners/Student Success
The successful candidate must have an academic profile centred on practice and research in at-risk learners as viewed through a variety of factors, including but not limited to, socio-economic status, culture, race, gender, age, developmental characteristics (e.g., prenatal experiences through to early adulthood), environmental factors (e.g., substance use/abuse), psychological factors (e.g., mental health), and sociological/political perspectives that embrace principles of equity and equality. The candidate must have a theoretical and empirical understanding of risk factors, protective factors, and resiliency.

The University invites applications from all qualified individuals. Queen’s is committed to employment equity and diversity in the workplace and welcomes applications from women, visible minorities, Aboriginal peoples, persons with disabilities, and LGBTQ persons.  All qualified candidates are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadian citizens and permanent residents of Canada will be given priority.

To comply with federal laws, the University is obliged to gather statistical information as to how many applicants for each job vacancy are Canadian citizens / permanent residents of Canada.  Applicants need not identify their country of origin or citizenship; however, all applications must include one of the following statements: “I am a Canadian citizen / permanent resident of Canada”; OR, “I am not a Canadian citizen / permanent resident of Canada”. Applications that do not include this information will be deemed incomplete.

A complete application consists of:

  • a cover letter (including one of the two statements regarding Canadian citizenship / permanent resident status specified in the previous paragraph)
  • a current Curriculum Vitae (including a list of publications);
  • a statement of research interests;
  • a statement of teaching interests and experience (including teaching outlines and evaluations if available);
  • one sample of recent scholarly work; and,
  • the names of three references.

These materials must be received by the Office of the Dean on or before September 1, 2016.  Applications should be sent via email in one PDF file and addressed to:

Dr. Rebecca Luce-Kapler
Queen’s University, Faculty of Education
c/o erin.wicklam@queensu.ca

The University will provide support in its recruitment processes to applicants with disabilities, including accommodation that takes into account an applicant’s accessibility needs.  If you require accommodation during the interview process, please contact Erin Wicklam in the Faculty of Education, Queen’s University, at erin.wicklam@queensu.ca or 613-533-3029.

Academic staff at Queen’s University are governed by a Collective Agreement between the University and the Queen’s University Faculty Association (QUFA), which is posted at http://queensu.ca/facultyrelations/faculty-librarians-and-archivists/collective-agreement and at http://www.qufa.ca.

2017 Teaching and Learning Enhancement Fund Call for Letters of Intent for Large TLEF Grants. Due: July 15, 2016

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The application process for TLEF grants is divided into Large and Small project pools.  Large TLEF Grants are those over $5,000, and capped at $250,000 over the life of the project, and this funding can be active for up to three years. For multi-year projects, 2nd- and/or 3rd-year funding is contingent upon satisfactory progress in meeting project goals.  Multiyear proposals must contain a sustainment plan for project activities, with details on how the project will be sustained beyond the TLEF funding window, and an indication of the source of future sustainment funding. With both Large and Small TLEF proposals, the principal applicant’s department head must indicate his or her support before the proposal can be submitted to the TLEF.

Applications for Large TLEF Projects go through a two-stage approval process, starting with a Letter Of Intent, and then, for those applicants who are invited to move forward, a full proposal and budget due by October 14, 2016.

Apply online at: http://apply.tlef.ubc.ca (Sample proposal forms and information available at http://tlef.ubc.ca)

Deadline for Large TLEF Project LOIs:  3:00 pm on July 15, 2016.  Late submissions will not be accepted.

*Please note: If you currently hold a Large TLEF Project grant and plan on seeking 2nd- or 3rd-year funding, you do not need to submit a new LOI; rather, you will need to submit an updated proposal, budget, and Interim Report on your project through the online application system by the October 14th 2016 deadline.

 

Proposal Development Support drop-in sessions will be available through The Centre for Teaching, Learning and Technology (CTLT), Faculty Support Units, UBC Studios and the Library. Please ensure that you consult with central- and Faculty-based support units if you are intending to request their support in the development of your project.

June – August contact: tlef.info@ubc.ca  to request consultation support.

September – November, CTLT will host weekly drop-in sessions (information available http://events.ctlt.ubc.ca

Questions: tlef.info@ubc.ca  or call 604-827-0729.

Summer Institute Programs for BC Teachers

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2016 Summer Institute Programs for BC Teachers

pdce.educ.ubc.ca/workshops-institutes

 

Focus on: INCLUSIVE LEARNING, INQUIRY & SELF-REGULATED LEARNING

SRL INQUIRY HUB – Developing Self-Regulating Learners in Inclusive Classrooms

non-credit program

Begins July 4 | UBC Vancouver

Apply by May 23

 

PRACTICAL INQUIRY AND INNOVATION FRAMEWORDS for School and District Teams

non-credit program

Begins July 8 | UBC Vancouver

Apply by May 26

 

SUPPORTING IMMIGRANT & REFUGEE STUDENTS IN SCHOOL AND COMMUNITY SETTINGS

non-credit program

Begins August 22 | UBC Vancouver

Apply by July 11

 

CREATING THE FUTURE: PARTNERSHIPS FOR INCLUSIVE LEARNING

non-credit program

Begins August 22 | UBC Vancouver

Apply by July 11

 

 

>> The full list of summer learning programs is available at:  http://pdce.educ.ubc.ca/workshops-institutes

 

M.ED. COHORT WITH A FOCUS ON SELF-REGULATED LEARNING

SRL2 Information Session

Wednesday, April 9 | Delta Manor Education Centre

4:00 ­ 6:00pm

 

 

In addition to these programs, below are some non-credit events may be of interest for your professional learning this summer.

NON-CREDIT PROGRAMS

GOING PUBLIC: BUILDING CAPACITY FOR KNOWLEDGE TRANSLATION THROUGH THE MEDIA

Begins May 30 | UBC Vancouver (blended in-person & online)

Apply by April 18

 

CRITICAL DIGITAL LITERACY: ISSUES, CHALLENGES, DIRECTIONS

Begins July 25 | UBC Vancouver

Apply by May 30

 

FRENCH IMMERSION SUMMER INSTITUTES

July | UBC Vancouver & Robson Square

 

INTRODUCTION TO COMPUTER PROGRAMMING, new BC coding curriculum

July 4-15 | UBC Vancouver