Assistant Professor, Teaching Stream - Numeracy
Assistant Professor, Teaching Stream - Numeracy
Date Posted: 02/01/2021
Closing Date: 03/11/2021, 11:59PM ET
Req ID: 2471
Job Category: Faculty - Teaching Stream (continuing)
Faculty/Division: University of Toronto Mississauga
Department: Institute for the Study of University Pedagogy
Campus:University of Toronto Mississauga (UTM)
The Institute for the Study of University Pedagogy (ISUP) at the University of Toronto Mississauga (UTM) invites applications for one full-time teaching stream position in the area of Numeracy. The appointment will be at the rank of Assistant Professor, Teaching Stream, with an expected start date of July 1, 2021, or shortly thereafter.
Applicants must have earned a PhD degree in mathematics or a related discipline by the time of appointment, or shortly thereafter, with a demonstrated record of excellence in teaching. Applicants with a PhD in a different field but who have demonstrated excellent expertise and training in numeracy instruction at the university level may also be considered. We seek candidates whose teaching interests complement and strengthen our existing departmental strengths (see https://www.utm.utoronto.ca/isup), and who are enthusiastic about contributing to ISUP.
The successful candidate must be committed to teaching excellence, and have teaching interests and experience in quantitative or data science literacy. Candidates must have teaching expertise in a degree-granting program at least at the undergraduate program level, and have experience with lecture preparation and delivery, curriculum development, and development of online material/lectures. Additionally, candidates must possess a demonstrated commitment to excellent pedagogical practices and have documented participation in Scholarship of Teaching and Learning (SoTL) or teaching-related scholarly activities.
Evidence of excellence in teaching and pedagogical inquiry can be demonstrated through teaching accomplishments, awards and accolades, presentations at significant conferences, a teaching dossier submitted as part of the application including a strong teaching statement, sample syllabi, course materials, and teaching evaluations, as well as strong letters of reference.
Salary will be commensurate with qualifications and experience.
The University of Toronto Mississauga has a multicultural student body, and a modern and spacious campus with high-quality teaching spaces. The Institute for the Study of University Pedagogy was established in 2020 to promote the study of university pedagogy, especially the experiences of undergraduate students, through collaborative research, instruction, training, scholarship, and assessment. ISUP builds on the success of the UTM Teaching and Learning Collaboration (TLC) and the Robert Gillespie Academic Skills Centre (RGASC), and is home to the new Foundational Writing Skills Initiative and other writing programs previously administered by the RGASC. Foundational Numeracy Skills courses are being developed.
Equity and diversity are among UTM’s core values and are essential to academic excellence. We seek candidates who value diversity and whose research, teaching and service bear out our commitment to equity.
All qualified candidates are invited to apply online by clicking the link below. Applicants must submit a cover letter; a current curriculum vitae; a 1-2 page statement outlining how their teaching and/or scholarship will contribute to a curriculum and institutional culture of inclusion, equity, and diversity (for example, scholarship or teaching that incorporates a focus on underrepresented communities, the development of inclusive pedagogies, or the mentoring of students from underrepresented groups); and a complete teaching dossier to include a teaching statement, sample syllabi, course materials, and teaching evaluations.
Applicants must provide the name and contact information of three references. At least one reference must primarily address the candidate’s teaching. The University of Toronto’s recruiting tool will automatically solicit and collect letters of reference from each once an application is submitted. Applicants, however, remain responsible for ensuring that references submit letters (on letterhead, dated, and signed) by the closing date.
Submission guidelines can be found at http://uoft.me/how-to-apply. If you have any questions about this position, please contact Ruth Childs, Interim Director, Institute for the Study of University Pedagogy at [email protected].
All application materials, including reference letters, must be received by March 11, 2021.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.
The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ2S+ persons, and others who may contribute to the further diversification of ideas.
As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.
The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.
The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.
If you require any accommodations at any point during the application and hiring process, please contact [email protected].
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