Educational Consultant, Scholarly Development

Job Category

Job Profile

Job Title

Department

Compensation Range

The Compensation Range is the span between the minimum and maximum base salary for a position. The midpoint of the range is approximately halfway between the minimum and the maximum and represents an employee that possesses full job knowledge, qualifications and experience for the position. In the normal course, employees will be hired, transferred or promoted between the minimum and midpoint of the salary range for a job.

Posting End Date

Note: Applications will be accepted until 11:59 PM on the Posting End Date.

Job End Date

This position is expected to be filled by promotion/reassignment and is included here to inform you of its vacancy at the University.

At UBC, we believe that attracting and sustaining a diverse workforce is key to the successful pursuit of excellence in research, innovation, and learning for all faculty, staff and students. Our commitment to employment equity helps achieve inclusion and fairness, brings rich diversity to UBC as a workplace, and creates the necessary conditions for a rewarding career. 

Job Summary

The Educational Consultant, Scholarly Development leads and supports the program

development and the assessment of a broad range of programming and support services

related to university teaching assistants, graduate students, and students-as-partners

initiatives. This position takes an evidence-informed approach and provides consultation,

facilitation, programming, and resources to the University community. The position offers

expertise on supporting student development in teaching and learning, and the implications

this has on overall teaching practices and learning experiences at UBC Okanagan as well as in

external communities. This position provides ongoing consultation services within the Centre

for Teaching and Learning (CTL) as well as with external stakeholders, and is responsible for

evaluating and developing educational resources, programs and services related to student and

TA development, as well as students-as-partners in teaching and learning.

In partnership with relevant groups across campus, the position researchers, plans, and delivers strategies to enhance TA and student development in teaching and learning, both as current members of the teaching and learning community at UBC Okanagan and as future educators beyond their current roles, and supports the development and implementation of students-as-partners initiatives in teaching and learning at UBC Okanagan. The position supports and aligns university-wide strategic plans and emerging initiatives, such as Outlook 2040, Inclusion Action Plan, Indigenous Strategic Plan, student diversity and wellbeing, and graduate student career and professional development.  

Organizational Status

UBC Okanagan's Centre for Teaching and Learning promotes and supports teaching and learning excellence. The Centre provides campus wide support for all models of inclusive and evidence-based teaching and learning; including online learning. UBC Okanagan campus faculty are provided with a variety of academic development opportunities including peer mentoring programs, seminar series, training workshops, learning technology support and resources on teaching practices. In addition, the Centre provides graduate students and teaching assistants with professional development opportunities, and supports students-as-partners in teaching and learning initiatives.  

Reports to the Manager, Centre for Teaching and Learning, UBC Okanagan campus.  

Work Performed

• Design, facilitate and evaluate a broad range of programming designs to meet the needs of all teaching assistants (both undergraduate and graduate students):  

• Conducts needs analyses for academic development through interviews, meetings, and focus group sessions.  

• Develops comprehensive plans, based on the needs analysis, for professional development activities such as workshops, events and training activities for teaching assistants.  

• Provides instructional workshops and training  

• Design, facilitate and evaluate a broad range of programming designs to meet the needs of all graduate student as future educators by:  

• Conducts needs analyses for academic development through interviews, meetings, and focus group sessions.  

• Develops comprehensive plans, based on the needs analysis, for professional development activities such as workshops, events and training activities for graduate students.  

• Provides instructional workshops and training  

• Design, facilitate and evaluate initiatives dedicated to supporting students-as-partners in teaching and learning on campus, including student involvement in course and curriculum design, as well as the scholarship of teaching and learning.  

• Provides pedagogical support to graduate students and teaching assistants through consultations and seminars in all aspects of teaching and learning that pertain to the teaching assistant and graduate students' duties.  

• Provides pedagogical support to faculty and administrators in areas such course design, course development, classroom management, active learning, assessment of learning, and other related developmental areas.  

• Consults with faculty to evaluate the effectiveness of learning opportunities, materials and methods.  

• Promotes and models the effective use of educational technologies.  

• Provides leadership in program development by collaborating with the College of Graduate Studies, Centre for Scholarly Communication, Academic Resource Centre, Human Resources, AVP Students and academic units across campus in the planning, design and delivery of programming to support student and TA development.  

• Conducts Instructional Skills Workshops for TA and graduate students, as well as other members of the UBC Okanagan community.  

• Represents the CTL and UBC Okanagan teaching and learning interests through provincial, national, and international associations and liaisons. Disseminates research, practices, and ideas at local, national, and international conferences. Presents papers for publication and collaborates with colleagues in developing proposals to do this.  

• Collaborates with other members of the CTL team to develop plans, procedures, and educational resources in support of the CTL’s strategic goals and overall teaching and learning professional development.  

• Recruits faculty, campus, and community partners for co-design and co-facilitation of professional development programs, workshops, and presentations.  

• Supports the development and implementation of SoTL initiatives by assisting faculty with research design, ethics applications, data collection, and dissemination of findings related to teaching and learning practices. 

• Collaborates with faculty and staff to promote a culture of scholarly teaching, including organizing workshops, maintaining SoTL resources, and contributing to the visibility and impact of SoTL projects across the institution. 

Consequence of Error/Judgement

The Educational Consultant, Student and Faculty Development serves in an important interface role within the teaching and learning community on campus and beyond, promoting a collaborative atmosphere amongst a wide range of personnel with possibly differing goals/approaches to instructional skills development. The incumbent must be capable of achieving consensus and resolving conflicts in a collegial manner. This position is intended to improve student and TA development in a manner that positively impacts the learning environment overall at UBC Okanagan campus. If inappropriate judgment is used, it can damage the long-term relationship between the Centre for Teaching and Learning and academic and professional staff in academic and administrative support units across campus, as well as the Centre for Teaching, Learning and Technology at UBC Vancouver.  

Must exercise a high level of professionalism and judgment when dealing with various units and

departments, as well as with non-UBC colleagues. Failure to follow culturally-responsive and

appropriate practices, and exercise sound judgment could result in significant resource and

reputation costs to the Centre, and could possibly have a negative impact on future internal

and external partnerships.

Supervision Received

The position reports to the Manager, Centre for Teaching and Learning, UBC Okanagan Campus.

The Educational Consultant, Scholarly Development will work independently, with minimal

supervision and take a leadership role in project management, program planning and delivery.

The incumbent is expected to show initiative and creativity in completing project requirements.

Consults with supervisor on funding and major policy issues and periodically on other

developments. Works closely with the CTL Manager, as well as the CTL Academic Director, in

short- and long-term planning for the Centre for Teaching and Learning. Communicates with

the Provost Office as needed through the Manager.

Supervision Given

Manages project teams of varying composition, depending on the scope and nature of the

specific project. Project teams may include University faculty members, students and staff,

colleagues within CTL, members of other teaching and learning units, members of other

educational institutions, external partners and specialists hired for specific tasks.

Minimum Qualifications

Master’s degree in Education. Minimum of six years of related experience, or the equivalent combination of education and experience.

- Willingness to respect diverse perspectives, including perspectives in conflict with one’s own

- Demonstrates a commitment to enhancing one’s own awareness, knowledge, and skills related to equity, diversity, and inclusion

Preferred Qualifications

Master’s or Doctoral degree with a primary focus in TA Training and Scholarly Development.

Experience in curricular design, learning experience design, resource development, program

development, facilitation, and evaluation in a higher education setting, experience in design,

development and facilitation of processes and educational programs or the equivalent

combination of education and experience. Deep understanding of instructional design and

current theories related to faculty and graduate student development in teaching and learning.

Experience in facilitating group processes both face-to-face and online. Experience in teaching

face-to-face and using online and multimedia technologies. Experience with educational

program planning and evaluation. Demonstrated teaching skills, and familiarity with a wide

variety of teaching and learning techniques. Demonstrated process design and facilitation skills,

and familiarity with a wide variety of facilitation approaches and techniques. Demonstrated

project management skills with ability to prioritize and work effectively under pressure to meet

multiple deadlines. Effective oral and written communication, interpersonal, planning,

organizational, and problem-solving skills. Ability to work both independently and within a

team environment. Knowledge of University policies and procedures is considered an asset.

Experience developing strategic engagement processes and developing strategic plans is an

asset. Ability to maintain accuracy and high attention to detail. Ability to think strategically and

exercise diplomacy, tact, and discretion. Demonstrated ability to conduct respectful

consultation and collaboration with Indigenous communities, including within the Syilx

Okanagan Nations.

• Experience as an educator or educational consultant, preferably in a post-secondary context.

• Ability to create and deliver programming (formal/informal, stand-alone or embedded) for teaching assistant and student development.

• Proven commitment to service and stakeholder engagement, with a focus on identifying needs and facilitating effective solutions.

• Facilitator Development Workshop (FDW) Certification for leading Instructional Skills Workshops (ISW).