The Learning Strategies Center (LSC) is the central academic support unit for all undergraduates at Cornell University. Through program offerings that encourage students to develop effective approaches to mastering the academic rigors of Cornell, the LSC strives actively to engage students in the learning process and support their efforts to continually grow as learners. We are committed to addressing the emerging needs of Cornell's diverse student body - in order that all students meet and exceed Cornell University's high academic expectations. Last year, more than 20,000 student-visits were made to LSC office hours, tutorials, consultations, and workshops, and more than 2,500 students participated in LSC offerings.
The Learning Strategies Center at Cornell University seeks an experienced instructor to teach support/supplemental courses designed to strengthen the skills and knowledge students need to succeed in introductory mathematics courses. The student-centered support courses will be based on active learning pedagogies that encourage students to be independent and efficient learners. The person in this position will develop materials that guide student learning, and in addition to teaching, will work with tutors and students in office hours. The ideal candidate will have experience training, managing, and mentoring undergraduates to provide peer-led learning support, and will contribute to the assessment of the courses they teach and of the peer-led learning support programs. They will be responsible for understanding content in the parent courses and coordinating that content with the courses they teach. The person in this position will run the LSC Math and Statistics Tutoring Center, will supervise academic peer mentors, and will assist in planning the mathematics component of the Prefreshman Summer Program. In order to provide the best support possible for our students, the candidate will be responsive to the emerging needs of the students, departments, and LSC.
This is a three-year, full-time, renewable 9-month academic appointment.
As a member of the Learning Strategies Center, the candidate is expected to participate in LSC meetings, meet regularly with LSC leadership, and contribute to unit-wide goals. Contributions to the LSC are a critical component of the position as we work together to develop and document best practices for supporting our students across disciplines.
This position offers mathematics instruction in the LSC, both fall and spring semesters, either through stand-alone courses or through support/supplemental course instruction. Though there may be some variability in the courses offered and/or supported, it is expected that each semester the instructor will typically teach two courses that support students' learning in introductory math courses such as calculus I and calculus II. Support/supplemental sections will each have two sections offered. Emphasis is on deep learning of mathematics, problem solving, and supporting students as they access and apply prior knowledge to their coursework.
Attend parent course lectures and course staff meetings in order to be knowledgeable about content, concepts, and approaches, as well as the specific learning outcomes and topics for each class.
Develop activities and materials for weekly sections that enhance conceptual learning of topics covered in parent courses to help students succeed.
Include in the support course transferable skills that incorporate successful strategies for the deep learning of mathematics, such as critical thinking and reading, problem solving, effective note-taking, prelim preparation, stress reduction, time-management, and procrastination reduction.
Promote the ability of students to learn in groups and independently.
Recruit and supervise undergraduate tutors to assist in course work and offer tutoring hours for math and statistics.
Offer at least 7 regular office hours per week.
Provide feedback on students' academic progress.
In collaboration with LSC leadership, assess the effectiveness of the support/supplemental courses in fostering student learning and success.
Submit reports on student use of LSC support and recommendations for future support.
Plan instruction for the Prefreshman Summer Program (PSP), including course development, pretest design and coordination, textbook selection, and recruiting/interviewing undergraduate course assistants.
Peer-led learning and tutoring support:
Be familiar with course offerings and content in the introductory mathematics courses.
Recruit, interview, hire, and run the LSC Math and Statistics Tutoring Center.
Recruit, interview, and hire course assistants/peer-led learning assistants and/or study group leaders, depending on program needs.
In collaboration with the LSC leadership and others, report on and assess the effectiveness and impact of the tutoring and peer-led learning support and make recommendations for future support.
On-going needs & communication:
The person in this position is expected to attend regular LSC staff meetings and cooperate with other LSC instructors in supporting the educational mission of the LSC. As a member of the LSC, the person is expected to work collaboratively with members of other units of the university, especially the Department of Mathematics, to achieve our goals of improving undergraduate education.
Collaborate with the LSC leadership and the Mathematics faculty to determine if there are alternatives to current LSC support that would allow for more individualized preparation for and support of success in math courses. Evaluate courses that need additional LSC support. Develop, implement, and assess new approaches as necessary.
Regularly reach out to faculty in Mathematics to increase awareness of LSC support for students in their courses. Develop strategies, in consultation with Mathematics faculty, to communicate LSC support to students.
The successful candidate will have:
A deep knowledge of teaching Mathematics, and will hold an advanced degree in Mathematics or in a related topic or in teaching Mathematics; PhD preferred.
A minimum of two years of experience teaching college-level Mathematics.
Knowledge of effective pedagogies and learning strategies, and an understanding of the importance of continued learning and growth in these areas.
Demonstrated commitment to supporting academic achievement of students from diverse backgrounds.
Ability to work with minimal supervisor and to have a team-oriented approach to student learning and support.
Excellent planning, organization, and coordination skills.
Experience in curricular development and assessment preferred.
General letter of interest
Evaluations of teaching by students, peers, or supervisor
Two letters of reference
In addition, applicants may be asked to provide names and contact information of three people able to provide information on the applicant's teaching and her/his ability to work with students from diverse backgrounds.
Visa sponsorship is not available for this position. No relocation assistance is provided for this position.
If you require an accommodation for a disability in order to complete an employment application or to participate in the recruiting process, you are encouraged to contact Cornell University's Department of Inclusion and Workforce Diversity at voice (607) 255-3976, fax (607) 255-7481, or email at email@example.com.
For general questions about the position or the application process, please contact the Recruiter listed in the job posting.
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Internal Number: JOB_POSTING-3-30850
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