Educational Developer – Focus: Inclusion and Anti-Racist Pedagogies
Queen’s University Centre for Teaching and Learning (CTL) is seeking a highly dynamic and experienced educational development professional with expertise in inclusive and anti-oppressive ways of teaching, for the position of Educational Developer.
The Centre for Teaching and Learning (CTL) offers comprehensive programs and services to meet the institutional priorities for teaching and learning at Queen’s University. Services include departmental, faculty-wide and institutional consultations on all aspects of educational processes at the university level, as well as leadership, guidance and collaborative capacity-building with educational support professionals in faculty-embedded teaching support units. As a key member the of the CTL team, this position reports to the Director, Centre for Teaching and Learning, and works closely with the Associate Vice-Principal (Equity and Inclusion) and plays a critical role in the design and implementation of a campus-wide strategy for inclusive teaching.
The ideal person for this role will already have an in depth knowledge of anti-racist and inclusive pedagogies with at least 2 years of practical experience in educational development and a sound knowledge of course and program design, instructional strategies and pedagogically sound uses of educational technology. Additionally, this person will have proven themselves to be a strong leader with an ability to communicate a clear and compelling vision and generate excitement, enthusiasm, commitment and confidence in those with whom they work.
If you feel your experience and interests match the position as described, we encourage you to submit both a cover letter and résumé, outlining how you meet the requirements of the role.
- Contribute to the design and implementation of a campus-wide strategic plan for inclusive teaching that serves and respects the needs of a diverse student body and that addresses systemic barriers to inclusion in physical and virtual learning spaces.
- Provide leadership, support and direction on campus to build capacity in, and adoption of anti-racist and inclusive pedagogies.
- Work collaboratively with university stakeholders to gain a broad perspective of the needs of the university with regards to inclusive teaching and learning practices and anti-racist pedagogies, challenging practices and providing support in the evaluation and implementation of inclusive pedagogies and institutional structures.
- Collaborate with the Centre’s Educational Developers and other educational support professionals on campus, to develop resources and programming that prioritize inclusion and anti-racist pedagogies in the quality assurance and cyclical program review protocols of the university.
- Consult with Faculty-embedded teaching support units to develop their ability to support inclusive teaching practices.
- Engage independently and collaboratively in scholarship related to diversity, anti-racist and inclusive teaching in higher education and share best practices with the university community.
- Develop literature-informed resources and programming for Faculty members, Adjuncts, Teaching Assistants and Post-doctoral Fellows to ensure that the university meets its goals for inclusive teaching and learning.
- Work with the Director to identify and assess strategic institutional teaching and learning priorities in alignment with existing and emerging institutional priorities and generate annual work plans that reflect those priorities.
- Conduct research and serve as a resource to departments in planning, implementing, and evaluating program improvements and discipline specific learning outcomes at the program level.
- Contribute to the development, planning and implementation of faculty and university-wide policies and procedures as they relate to teaching and learning.
- Promote a culture that supports diversity, equity, and inclusion in the workplace and acknowledges diverse ideas and the interests of all stakeholders in decision making.
- Participate in setting the direction and decision-making for curriculum development, evaluation and priority educational matters in online, blended and face-to-face learning environments, as a lead member of the priority decision-making educational committees at the institutional level.
- Contribute to the enhancement of the profile of the CTL; manage, develop, and implement communications initiatives for the various programs and opportunities offered.
- Develop CTL publications that supplement the CTL library. Prepare reports and schedules.
- Mentor and provide direction to Educational Developers, Educational Development Associates and work placement students.
- Act as CTL representative at external events such as conferences and professional meetings.
- Conduct other duties as required in support of the unit.
- PhD in a field relevant to the requirements of the position; background in education is an asset.
- Demonstrated expertise in inclusive and anti-oppressive ways of teaching.
- A minimum of 2 years, of direct educational development experience in a post-secondary environment.
- Highly skilled in consultation and facilitation techniques.
- Teaching experience at the post-secondary level is an asset.
- Understanding of the Queen’s community, including knowledge of university policies and procedures.
- Challenge deeply held biases and assumptions and foster a climate of openness.
- Create effective plans, systems and governance to lead change.
- Rethink systems, partnerships, and cultural assumptions.
- Evaluate the impact of change on operations.
- Provide appropriate support mechanisms during change.
- Communicate a clear and compelling vision of the future that generates excitement, enthusiasm, commitment and confidence.
- Encourage and enable others to engage in self- development opportunities.
- Proactively initiate long- term organization-wide changes in response to anticipated future requirements.
Planning and Organizing:
- Design and implement plans that are clear manageable and attainable given the current and future expectations of the institution.
- Work independently and prioritize work with minimal supervision; utilize judgement on when to involve the Director on issues that require decisions while providing advice and/or recommendations, or making decisions and taking action independently.
- Make decisions and offer direction on educational committees at an institutional level.
- Determine requirements for the accreditation review of programs, quality assurance process and needs of AODA educators.
- Determine needs for teaching and learning development and decide how to implement programs and services to address these needs.
- Recognize, analyze and solve problems across projects and in complex situations.
- Balance competing priorities in reaching decisions.
- Determine recommendations and implementation strategies for the development and continuous improvement of programs or creation of new programs to meet the university’s strategic goals and emerging priorities.
- Determine content of resources and programming to ensure department leaders are meeting provincial and university standards for quality assurance and strategic priorities.
- Determine need for curriculum development and evaluation and decide how to implement programs and services to address faculty and institutional needs.