Graduate students and postdocs: Would you like to gain experience in digital pedagogy, help promote pedagogically sound use of educational technology at UChicago, and get ready to teach blended or fully-online courses? We are hiring Digital Pedagogy Fellows for the 2023-24 academic year.
|Description:||Academic Technology Solutions (ATS) is seeking graduate students and postdocs to assist faculty, TAs, students, and staff in their digital pedagogies and use of educational technologies, such as Canvas, Ed Discussion, Hypothesis, Gradescope, Zoom, and Panopto, across multiple teaching modalities. This position is ideal for those who are interested in incorporating a range of digital educational tools for the traditional face-to-face classroom, preparing to teach blended courses or fully online courses, or exploring the field of instructional design. Graduate students and postdocs from all disciplines are encouraged to apply. This is a hybrid position.
You will consult, guide, and support instructors in the pedagogically sound use of technology for teaching and learning. Experience with digital educational tools is not required, but basic digital literacy and computer skills are a must, and candidates must show a willingness to learn new digital tools quickly and independently. You must also have teaching or related instructional experience (teaching assistant, writing consultant, lector, tutor, etc.). Teaching consultation experience and knowledge of basic pedagogy (e.g. through classes and workshops offered by the Chicago Center for Teaching) is a plus. Successful applicants will receive training in remote and hybrid teaching and digital pedagogy.
|Apply:||Please submit applications via UChicago GRAD Gargoyle and include the following:
If relevant, include supplementary pedagogical or technical materials, such as a teaching portfolio, sample instructional materials, or a portfolio of programming or web development projects.
|Hour Range:||10-19.5 hours per week when classes are in session; up to 37.5 hrs per week over breaks.|