Director, 21st Century Pedagogy Institute
The Center for Excellence in Transformative Teaching and Learning (CETTL) at the University of Central Oklahoma (UCO) seeks a Director for its 21st Century Pedagogy Institute, one of the units housed within CETTL. 21CPI works primarily to support faculty in their face-to-face teaching and in Scholarship of Teaching & Learning (SoTL) research and publishing. We seek an innovative thinker/doer excited about supporting faculty in their role helping students learn. The Director is responsible for creating events each semester for faculty to demonstrate their teaching effectiveness. This position is directly supported by the CETTL administrative assistant, who also works with the other CETTL units.
With its focus on Transformative Learning (TL), UCO sees CETTL's role as critically important in helping faculty help students learn in ways that are mindfully designed to trigger student and faculty critical reflections and realizations about not only Discipline Knowledge (one of UCO's Central Six Tenets of TL), but also about Global and Cultural Competencies; Health and Wellness; Leadership; Research, Creative, and Scholarly Activities; and Service Learning and Civic Engagement—the other five Tenets. The duties listed in this job description are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. Importantly, the 21CPI Director's role includes envisioning new/different/better ways to accomplish the outcomes sought from the activities described below.
Director will work closely with the Executive Director, CETTL, UCO faculty and staff, and the 21CPI Advisory Board to serve all UCO faculty as they help UCO students learn and develop in transformative ways. The position supports the evidence-based process developed by faculty and the Advisory Board, Faculty Learning Outcomes, which address pedagogy, scholarship, and professional practice. With Transformative Learning as UCO's approach to teaching and learning, the Director will collaborate often and substantively with the personnel and operations of UCO's Student Transformative Learning Record (STLR) initiative, which is how UCO operationalizes TL.
Assist the CETTL Executive Director with CETTL initiatives (including ability to assume the lead role at times in planning and execution): new faculty orientation and training; the annual Collegium on College Teaching Practice; the annual Transformative Learning Conference (a national/international conference for practitioner-focused TL, resuming F2F in 2022); the Transformative Teacher-Scholar blog; faculty workshops & book groups; online faculty development curriculum for adjuncts; 21CPI blog and website; summer workshops with Fulbright Scholar international faculty; new faculty cross-college mentoring program; assessment of faculty development effectiveness; grant writing for CETTL and UCO projects; and other CETTL initiatives. The Director also plays a lead role in finding suitable speakers and workshop leaders for faculty-driven topics. The Director liaises with:
- UCO’s Center for eLearning & Connected Environments (CeCE)
- Technology Resource Center (TRC)
- Division of Enrollment & Student Success (faculty often work with our Student Affairs colleagues for student learning and development: Service Learning & Civic Engagement, outside-of-class projects & activities, etc.)
- Educators' Leadership Academy (a CETTL unit)
- Journal of Transformative Learning
- Office of Inclusive Community
- The Continuous Cultural Competence initiative
The Director leads the 21CPI Advisory Board, comprised of UCO faculty and staff, and works with faculty as they propose topics for, and facilitate, learning communities, book groups, and so on, and as faculty engage with 21CPI and CETTL.
The 21CPI Director must work in faculty-centric ways that connect to and honor faculty sensibilities, needs, challenges, aspirations, etc. Balanced with this is CETTL’s commitment to the learning-centered paradigm (Barr & Tagg, 1995) as an approach to teaching.
The 21CPI Director must work to advance diversity, inclusion, and equity as part of how CETTL operates — this is a value in word and action and is how we interact among ourselves in CETTL. It is what we aspire to model for the institution, higher education, and society. CETTL aligns with UCO's institutional commitment to, and support of, this approach to working with others.
Promote best practices in Transformative Teaching and Learning.
Assist in writing CETTL materials for print and the CETTL website.
Present workshops and other events and activities that help faculty help students learn.
Liaise with the Inclusive Community Advocate concerning the university's Continuous Cultural Competence development required of all employees.
Support faculty as they work to employ multiple instructional strategies which create Transformative Learning environments; for example; active learning, I nquiry-guided learning, service learning, flipped classroom processes, contemplative pedagogy, others.
Support faculty as they engage in the Scholarship of Teaching and Learning (SoTL) by assisting faculty who conduct SoTL research, write articles to share results, and present findings at SoTL and/or discipline based academic conferences.
Consult individually and in groups with the faculty about creating and maximizing Transformative Learning activities and environments, instructional effectiveness, SoTL, and other faculty development topics.
Conduct invited classroom observations and subsequent consultations with faculty about their teaching strategies and techniques.
Network with other institutions offering faculty development and SoTL support.
Performs other related duties assigned.
Required: Terminal degree in education, psychology, or a related discipline plus college teaching experience AND demonstrable deep knowledge of research and practice on teaching, learning, assessment of learning outcomes, and the Scholarship of Teaching and Learning (SoTL) in higher education. Terminal degrees in non-related disciplines are acceptable if the candidate possesses at least five years of college teaching experience and can demonstrate deep knowledge of the topics described above.
Ability to construct and manage budgets and to work with the CETTL administrative assistant to organize and maintain the operations of the office.
Familiarity with faculty development and SoTL resources and literature.
Three or more years of progressively more responsible work experience in higher education faculty development, instructional design, learning outcomes assessment, and/or related activities.
Pedagogical technology experience: virtual learning tools, Learning Management System, etc.
Familiarity with web communication technology: web site content production, navigating web sites, content upload, etc.