Assistant Professor, Mathematics
Posting DetailsPosition Information Tenure StatusNon-TenureRankAssistant ProfessorTerm Length10 MonthsTerminal one year contractNoPosition StatusFull TimePosition TitleAssistant Professor, MathematicsCampusChicago - Michigan Ave.If other, please specify
This position will be located at the Chicago and/or Wheeling Campus.Position Summary
National Louis University is pleased to announce a full-time Assistant Professor of
Mathematics position. This is a 10-month position that requires instructors to
collaborate on a regular basis with the support team that surrounds each student.
This position requires on-site teaching at the Chicago and/or Wheeling campus for
The position will offer a new curriculum and an unparalleled experience to
undergraduate students with the belief that all students can be successful students.
As an active team member you believe in a supportive environment and a studentdriven
Will also facilitate blended classes that utilize technology and data to drive instruction
and work collaboratively with a dedicated team of Coaches and Instructors, Content
Experts and Data Analysts to determine how to personalize the learning experience
for students. In addition to teaching content, you will also encourage growth mindset,
increase non-cognitive skill development and nurture academic confidence.
• Student-Focused: Make decisions based on what is best for students with the belief
that when all students have access to resources and support, they are empowered to
• Expect Excellence: Hold high expectations for our students and for the adults to
serve them and hold ourselves accountable for achieving excellence.
• Personalized Support: Take a holistic approach to providing individualized support
that encourages students to realize their full potential in college and beyond.
• Data-Driven, Collaborative Environment: Work together as a unified team, utilizing
real-time data and technology to adapt to student needs.
• Continuous Improvement and Innovation: Remain agile and open to changes and
new ideas-incorporating data as well as student, faculty and administration voice-to
ensure that we are continuously learning, improving, and innovating in all aspects of
the student experience.
ESSENTIAL FUNCTIONS AND/OR RESPONSIBILITIES
Demonstrate excellence in teaching:
• Collaborate with faculty team to develop an effective student experience for
• Facilitate courses by delivering engaging instruction in a blended, flipped classroom
• Empower students to develop competency by sharing a passion for the subject and
skills being taught.
• Utilize technology-based teaching platforms, including but not limited to an adaptive
courseware engine to aid students in the development of competencies.
• Communicate professionally and relate well.
Demonstrate, maintain, and continuously strengthen content expertise:
• Maintain current and active content knowledge in the expertise area that is reflected
• Possess appropriate expertise as demonstrated by appropriate credentials.
• Maintain currency in field.
Promote student success with a proactive, high expectations, high support
• Demonstrate and share a passion for postsecondary success for diverse learners
and for teaching.
• Demonstrate flexibility in delivery and work schedule to provide personalized
student support (includes but is not limited to office hours)
• Identify gaps between student needs and existing resources and services; generate
• Significant on-campus presence on days when not teaching.
Engage in data-driven instruction and student support planning:
• Track student course data weekly in multiple university data systems as needed.
• Engage in regular data-driven planning meetings with faculty, coaches and support
specialists to report student progress and obstacles and to plan student support
• Engage in regular content area team meetings with peer faculty to review curriculum
plans, determine implications of student data, and plan curriculum revisions.
Participate in continuous improvement of UGC curriculum, as governance
• Actively document and share suggestions for curriculum revision with content area
lead faculty to support ongoing revision/enhancement of UGC curriculum.
Commit to continuous improvement of self and colleagues (i.e., professional
• Create, attend and actively participate in training opportunities provided in online
and in person settings.
• Contribute to a learning culture by participating on committees, supporting local
campus events such as orientation and graduation, and participating in various other
workshops and meetings.
• Participate in faculty governance related to college and/or university operations and
improvement, as governance model is developed.
• Passionate about working with a highly diverse student body.
• Excellent facilitation and classroom management skills.
• Agile and creative in pedagogy and student support.
• Prepared, yet flexible.
• Empathetic, yet tough.
• Ability to differentiate instruction and support based on student needs.
• Ability to consistently connect instruction to its real world relevance, tying in
concepts and theories in the classroom to students’ current and future work
experiences and highlighting immediate applicability.
• Willing to pursue and support students in multiple modalities.
• Technology proficient, including experience with digital tools for teaching, and
teaching in either online or blended/hybrid formats.
• Willing and able to use data to inform instruction.
• Effective adult collaboration skills, able to work in teams to support student success.
• Experience using a learning management system.
• Excellent oral and written communication skills.
• Experienced educators who EXPECT and DESIRE to grow pedagogically.
Experience and/or Education
• Graduate degree in Mathematics (or closely related field), or Graduate Degree in
other fields with 18 graduate hours in Mathematics. PhD credentials preferred.
• Experience with digital tools for teaching, teaching in either online or blended/hybrid
formats, and teaching to students of diverse backgrounds and abilities strongly
Required fields are indicated with an asterisk (*).
- What is the highest level of education completed in discipline or sub-field in which you are applying to?
- Bachelors degree in discipline or sub-field
- 18 graduate semester credits in discipline or sub-field
- Master's degree or higher in discipline or sub-field
- Doctoral degree in discipline or sub-field
- What is the highest level of education that you completed at an accredited institution of higher education?
- Associate's Degree
- Bachelor's Degree
- Master's Degree
- All-But-Dissertation (ABD) in a Doctoral Program
- Doctoral Degree (PhD, EdD, JD, DBA, etc.)
- Cover Letter
- Transcript A
- Curriculum Vitae
- Teaching Philosophy
- Letter of Recommendation 1
- Letter of Recommendation 2
- Letter of Recommendation 3
- Internal Posting Form (Internal Applicants Only)
- Transcript B
- Transcript C
- Other (Licenses, Certifications, Etc.)