Assistant Director - CUIMC

Responsibilities

• Design, implement and assess programming for faculty (such as orientations, institutes, workshops, seminars, communities of practice, pedagogical use of generative AI, and other offerings) that meet teaching and learning needs and challenges of a medical center teaching community, and engage participants in reflection on and conversations about teaching and learning principles and practices informed by the scholarship of teaching and learning, educational development, and cognitive psychology.
• Assistance with curricula tailored to the needs of faculty, departments, schools or programs, whether delivered in-person (through programs), a hybrid or online format (e.g, seminars, self-paced courses).
• Create teaching guides and other online materials for the CTL website, programs and services, both for the entire CUIMC instructional community and customized for particular schools, departments, or programs.
• Consult with faculty on a range of pedagogical and professional topics (such as course design, assessment of learning, teaching statements, teaching evaluation, etc.) and projects, engaging them in critical reflection on their teaching and their students’ learning.
• Cultivate partnerships on campus to identify new needs and opportunities for teaching assistance.
• Apply emerging instructional technologies and evolving standards in educational practice and design as appropriate in complex, teaching innovation projects and services.
• Engage with the teaching and learning literature, consider trends, and experiment with innovations as applied to classroom and online learning environments.
• Identify and integrate evidence-based practices and resources available beyond Columbia into the work of the CTL.

Qualifications

• Bachelor’s degree and/or equivalent related experience required.
• Minimum 3-5 years of related experience (or an equivalent combination of education and experience).
• University teaching experience and well-developed teaching, research, and assessment skills.
• Experience in designing, facilitating, and evaluating faculty development programs.
• Strong consultation, interpersonal, and communication skills.
• Knowledge of evidence-based practices in the literature on teaching and learning in higher education.
• Ability to collaborate effectively with administrators, academic units, faculty, staff, and other partners.
• Commitment to diversity in the academic environment.