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Chemistry Faculty (Tenure/Tenure-track, open rank)

University of Minnesota - Rochester

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Job Title: Chemistry Faculty (Tenure/Tenure-track, open rank)
Location: Rochester
Regular/Temporary: Regular
Full/Part Time: Full-Time
Job ID: 343804
About the Job

The Center for Learning Innovation (CLI), an interdisciplinary department focused on health sciences at the University of Minnesota Rochester (UMR), invites applications for a full-time tenure-line faculty position (open-rank, assistant/associate/full professor; tenured or tenure-track) in Chemistry beginning fall semester 2022. The appointment will be 100% time over the nine-month academic year at a rank and tenure status depending on qualifications and experience, and consistent with campus and University policy.

We are seeking applicants who will be able to collaborate with the rest of the chemistry faculty to design and deliver any course containing the typical content in General Chemistry and Organic Chemistry. Faculty will be able to develop an active research line in the fields of scholarship of teaching and learning or a discipline-based education research with a diverse student body population. The required research productivity is outlined in Section 7.12 of the Regents Policy on Faculty Tenure. Faculty should be prepared to teach undergraduate courses in their field for the interdisciplinary Bachelor of Science for Health Sciences and Health Professions majors and, as teaching load permits, student-focused courses in the Center for Learning Innovation, such as first-year Cornerstone or senior year Capstone courses. Expected teaching workload is equivalent to 15 credits per academic year.

About the UMR Center for Learning Innovation

The new Chemistry faculty member will join colleagues in the Center for Learning Innovation (CLI), an interdisciplinary department that focuses on undergraduate education in health sciences and engages students as participants in research on learning. The CLI is a learning-centered faculty community in which ongoing assessment guides practice and is the basis for research on teaching and learning. Faculty take a team-based, collaborative approach to teaching and research. While some engage in the scholarship of teaching and learning across the integrated curriculum, others approach their research from a disciplinary education perspective. The CLI promotes a learner-centered, technology-enhanced, concept-driven, and community-integrated learning environment. Through ongoing assessment of student achievement, the CLI aspires to personalize education and continuously improve the educational experience for our students. As a tenure-line position in the CLI, the successful candidate will contribute to the Center’s engagement in scholarship of teaching and learning as their primary area of scholarship (see:


Candidates must have the following minimum qualifications:

  • Have a terminal degree (i.e., PhD) in Chemistry or closely related field with teaching experience and scholarly work appropriate for rank and tenure/tenure-track status as required by Section 7.12 of the Regents Policy on Faculty Tenure found online at
  • Demonstrated experience and commitment to the scholarship of teaching and student learning appropriate for rank and tenure/tenure-track status.

Successful candidates will also:

  • Show experience designing and teaching courses at the undergraduate level.
  • Demonstrate familiarity with undergraduate health care education and/or expertise in a related discipline.
  • Work well in interdisciplinary teams; is enthusiastic about shaping a developing university; and demonstrates successful experience with team teaching.
  • Have knowledge, experience and ongoing commitment to working with underrepresented and diverse students, including: People of color; new immigrant populations; Native Americans; people with both visible and invisible disabilities; women; people of various gender and sexual identities and expressions; first-generation students; and/or students from economically disadvantaged backgrounds.
  • Exhibit creativity, innovation, entrepreneurship and excellent communication skills.
How To Apply

Active review of applications will begin October 25, 2021, and will continue until the position is filled, with the expectation of an August 8, 2022, start date. Applications must be submitted online at Search postings for Job Requisition #343804 for application instructions and links. In addition to the Faculty/Academic Application for Employment form, applicants must attach to the online application a (1) description of teaching experience and philosophy, (2) summary of research interests, (3) curriculum vitae, (4) and a statement of commitment to diversity with an example of addressing diversity in scholarship and/or teaching. For more information, e-mail [email protected]


The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. Any offer of employment is contingent upon the successful completion of a background check. Our presumption is that prospective employees are eligible to work here. Criminal convictions do not automatically disqualify finalists from employment.

Please note: All employees at the University of Minnesota are required to either attest that they are fully vaccinated or agree to comply with the University's testing requirements.

About the U of M

At the University of Minnesota Rochester, our Vision is to transform higher education through innovations that empower graduates to solve the grand health challenges of the 21st-century. In this vibrant context, students are at the center of all we do – including faculty research focused on the efficacy of educational innovation. By offering a distinctive health sciences education, UMR prepares students for a broad spectrum of career pathways including patient care; resilience, wellbeing and mental health; health care research and discovery; global health and public policy; emerging health technologies; and the business and leadership of healthcare. In its second decade of serving students, the campus community currently serves more than 900 undergraduate and graduate students in the heart of downtown Rochester. Through creative partnerships, this campus continues to grow in size and influence. At UMR, relationships and research drive student success. Our strategic growth plan has been aligned with the University of Minnesota System strategic plan (MPact 2025) establishing key metrics and aspirations. For more information about the University of Minnesota Rochester campus, please visit


Working at University of Minnesota - Rochester

UMR offers distinctive health sciences and biosciences education to prepare students for a broad spectrum of current and emerging careers, ranging from patient care to pure and applied research.

The campus community serves approximately 750 undergraduate and graduate students in the heart of downtown Rochester.

Vision: The University of Minnesota Rochester will inspire and empower undergraduates to solve the grand health care challenges of the 21st century.

Founded: 2006

First Graduating Class: 2013

Location: Downtown Rochester, Minnesota -- in the heart of the medical world

Specialty: Undergraduate Health Sciences

UMR Majors:

Bachelor of Science in Health Sciences (BSHS)

  • An innovative degree program with an integrated curriculum to provide students with a foundational undergraduate education that allows them to pursue a wide range of careers in the health sciences field.

Bachelor of Science in Health Professions (BSHP)

Enrollment: Enrollment varies by class, but maximum enrollment is approximately 1,000.

Average Incoming High School Cumulative GPA: 3.6

Average Class Size: 21

Median ACT: 22-27

Student to Faculty Ratio: 12:1

Note: There are no Teaching Assistants. There are no lecture halls. Faculty are available in JustASK Centers daily.

Financial Aid: 97% of students received financial aid in 2017.

Diversity Profile: University of Minnesota Rochester

The University of Minnesota Rochester (UMR) has always prided itself in its diverse student body. UMR is different from other colleges and universities, having a single focus in providing degrees in health care. At this innovative campus, students who are traditionally in underrepresented populations in higher education (students of color, first-year generation students, Pell Grant-eligible students) are not only being retained but are also graduating in four years at rates above national numbers. Last year’s incoming class included 35.7% students of color.


Faculty and staff build relationships with students, connecting them to resources that contribute to student success during their time at UMR. Each student is paired with a success coach and given access to learning cohorts, Living Learning CommunitiesJustASK centers where faculty are readily available, bridge programs, and first-year student research teams.


More than 90% of UMR graduates complete their education and earn their degrees in four years or less, reducing the debt that they incur compared to other universities. Because of the specialized degrees offered at UMR, alumni graduate into a field where they are able to find jobs quickly, fulfilling a workforce shortage. 100% of Bachelor of Science in Health Professions students are employed in their field post-graduation.  


Students who graduate with a Bachelor of Science in Health Sciences degree continue their studies in medicine, mental health, public health and research.


UMR is constantly being driven to discover new, innovative ways to serve its students. One of the ways this is accomplished is through faculty’s primary research being conducted on student learning. The results of this research is seen in UMR’s unique flipped classrooms, active classroom environment (rather than traditional lecture-based classes), consistent group work, and most notably, the intersection between various subjects. Faculty in UMR’s Center for Learning Innovation offer an integrated curriculum, enabling students to develop critical thinking skills, empowering them to be exceptional learners whose careers address real life and real-world problems in the health care arena.


As the workforce demand in the health care industry increases, as well as the diversity among graduating high school seniors, not only in Minnesota but also around the country and world, UMR is poised to welcome underrepresented students to its purpose-driven campus. UMR’s evidence-based, relationship-driven practices are propelling the University to inspire transformation in higher education through innovations that empower graduates to solve the grand health challenges of the 21st century.

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