Educational Consultant : Faculty 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 is an ongoing position, at 90% FTE.

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 Description Summary

The Educational Consultant : Faculty Development provides leadership in the facilitation, design, implementation, and evaluation of educational programming, emphasizing pedagogical development and inclusive, anti-racist approaches to teaching and learning. Through consultation services, they support individual instructors and small groups, across UBC's many faculties and academic units, with discretion and professionalism, while upholding the reputation of CTLT. The Educational Consultant : Faculty Development facilitates the development of faculty members, including post-doctoral fellows, as they grow into instructors and educational leaders across UBC. Using an evidence-informed framework and working collaboratively within the Teaching and Learning Professional Development team (TLPD) and across CTLT, they embed values of well-being, inclusion and anti-oppression in their practice while providing expertise, coaching, and mentorship to enhance teaching and learning experiences at UBC.

This position centres various UBC strategic priorities which seek to enhance faculty members' educational experiences and, by extension, improve student learning outcomes. The Educational Consultant : Faculty Development contributes to advancing UBC's Indigenous Strategic Plan (ISP), Strategic Equity and Anti-Racism Framework (StEAR) framework, and UBC's commitment to accessibility, integrating these principles into their work supporting faculty development.

Organizational Status

The Centre for Teaching, Learning and Technology (CTLT) is a central academic service unit that provides leadership, academic services, and support to the university community in the areas of teaching and learning scholarship, course and program development, learning design, educational technology development, instructional support, and teaching practice development. The Teaching and Learning Professional Development (TLPD) team is dedicated to enhancing the learning of all students by providing teaching development and professional growth opportunities for all UBC instructors while supporting academic units and leadership in transforming and elevating the UBC teaching community and culture.

Work Performed

Consultation and Program Development

• Design, implement, and facilitate broad-based workshops, seminars, and professional development initiatives in collaboration with faculty, administrators, support staff, and Centre colleagues.

• Provide pedagogical consultation to individual and small groups of faculty members and/or administrators.

• Consult with department members and administrators to identify existing faculty instructional development services and assess departmental needs, coordinating with CTLT's Faculty Liaisons and Projects and Faculty Partnerships team where appropriate.

• Prepare proposals, budgets, and resource allocation requests for faculty instructional development programs.

Evaluation and Innovation

• Implement evaluation frameworks for TLPD programs and initiatives, including assessing program outcomes and identifying continuing needs.

• Translate evidenced-informed research into practical applications, developing innovative models and frameworks to enhance teaching and learning practices across the university.

Strategic Alignment and Initiatives

• Align educational development activities with UBC's strategic initiatives, including the Indigenous Strategic Plan (ISP), Strategic Equity and Anti-Racism Framework (StEAR) framework, and UBC's commitment to accessibility, ensuring that these priorities are integrated into faculty support programs and resources.

• Collaborate with relevant stakeholders to develop and implement programming that supports the goals of UBC's strategic plans, with a particular focus on advancing Indigenous engagement, equity, diversity, anti-racism, accessibility, and inclusion in teaching and learning practices.

Collaboration and Partnerships

• Work collaboratively across all CTLT teams to support the development and delivery of teaching and learning professional development initiatives, programs, and resources.

• Build and maintain strong partner relationships with faculties, faculty-based instructional support units, the Library, and others on cross-faculty/cross-unit projects.

Representation and Dissemination

• May represent CTLT and UBC teaching and learning interests through provincial, national, and/or international associations and liaisons.

• May disseminate work at local, national and international conferences and collaborate with faculty and colleagues on publications.

• May represent CTLT interests by serving on UBC committees or provincial, national and international organizations.

Compliance and Best Practices

• Ensure compliance of educational programming with university policies and strategic plans, governmental regulations, and international governance.

• Complete work in compliance with best practices and ethical guidelines, while considering equity and inclusion, decolonization, and accessibility.

Consequence of Error/Judgement

Errors in judgment may have negative effects on the quality of teaching and learning at UBC, faculty and student experience, and the reputation of the University and CTLT. They may result in inefficient use of resources, poor relations among educational developers, staff, or individuals participating in facilitated processes, and could negatively impact future partnerships.

Must respond to faculty/department requests in a timely and professional manner. 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 best 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
Works autonomously under general direction of the Associate Director, TLPD and is a member of CTLT's TLPD team. Receives broad directives from the Associate Director, Teaching and Learning Professional Development.

Supervision Given
May supervise students. Leads and/or coordinates project teams of varying composition, depending on the scope and nature of the specific project. Project teams may include faculty members, students and staff, colleagues within CTLT, and members of other teaching and learning units.

Minimum Qualifications

- 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

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

Preferred Qualifications

• PhD (in any field) preferred.

• Experience facilitating faculty development programs and/or program renewal.

• Knowledge of UBC's strategic plans, policies, and procedures. Preference will be given to candidates with an understanding of UBC and Ministry policies and procedures.

• Experience addressing needs of equity-seeking groups through curricular measures.

• Foundational knowledge of anti-racist teaching and learning (A-RTL) and justice, equity, decolonization, indigenization, and inclusion (JEDII) in Higher Education and willingness to pursue ongoing learning in these areas.

• Skilled at learning and using specialized terminology across various academic disciplines.

• Experience with diverse methods of data collection and analysis. Competency with online survey and data analysis tools.

• Excellent interpersonal skills and ability to guide parties with differing perspectives.

• Exercises initiative and sound judgment in making decisions.

• Proven project management skills with ability to prioritize and coordinate multiple projects concurrently.

• Ability to take initiative and work with limited direction, both independently and in a team environment.

• Proficiency in learning management systems and other computer applications as required.