Half-time lectureship in Critical & Creative Thinking–Please spread the word

Please spread the word about a half-time lectureship in Critical & Creative Thinking (CCT) graduate program and the Science in a Changing World track for a person with ability to teach online and blended courses that span psychology, conceptual development in math and science, and research and writing for mid-career professionals around reflective practice and CCT in general.  More details: http://bit.ly/CCTjob

The position could increase to full-time with additional teaching options if a proposed doctoral program in Creative and Transformative Education gets approved or if CCT student numbers increase.  This possibility, of course, can’t be committed to in the position description or initial appointment.

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Full description

The College of Advancing and Professional Studies (CAPS) at the University of Massachusetts Boston seeks applicants for a half-time, non-tenure track, Lecturer in the graduate program in Critical & Creative Thinking (CCT) and the Science in a Changing World track, to begin fall 2014.  The CCT program has, for more than thirty years, helped mid-career students involved in a wide array of professions and endeavors to develop clarity and confidence to make deep changes in their learning, teaching, work, activism, research, and artistry.  Of particular interest for this position are candidates with a doctorate; ability to teach online and blended courses that span psychology, conceptual development in math and science, and research and writing for mid-career professionals around reflective practice and CCT in general; an active presence in activities and forums through which attention could be drawn to CCT course offerings and degree tracks; and experience in program development and promoting interdisciplinary collaboration.

Responsibilities include: teach three (3) online or blended graduate courses each year; develop and maintain relationships with practitioners (including CCT graduates) in a wide range of professional and online forums for the purpose of program promotion and pedagogical innovation; with the Director and Assistant Director, develop marketing strategies, evaluate the impact of various efforts and adjust future plans accordingly, and actively participate in new student recruitment; evaluate students’ capstone projects; prepare grant proposals for external funding.  Faculty may also contribute to the University’s urban mission, to university and college committees, to professional associations, and to collaborations with faculty colleagues on teaching and scholarly work.  The blended courses meet once per week in the evenings or in a 3-week summer semester; apart from that, there is considerable flexibility in the time and place where duties are performed.

Requirements:

A doctoral degree or A.B.D. in a relevant field is required. Applicants must have: at least three years of graduate-level experience in teaching and curricular development in online and blended modes; content knowledge that spans psychology, conceptual development in math and science, and research and writing for mid-career professionals around reflective practice and critical and creative thinking; an active presence in activities and forums through which attention could be drawn to CCT course offerings and degree tracks; experience in program development and promoting interdisciplinary collaboration; and strong awareness of emerging trends in the preceding areas in multicultural and international contexts.

Additional Information:

UMass Boston provides equal employment opportunities (EEO) to all employees and applicants for employment.

Application Instructions:

Please apply online (via links to http://bit.ly/CCTjob) with your curriculum vitae, cover letter, and three professional references.

Review of candidates will begin immediately and continue until the position is filled.

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About Peter J. Taylor
Peter Taylor is a Professor at the University of Massachusetts Boston where he teaches and directs undergraduate and graduate programs on critical thinking, reflective practice, and science-in-society. His research and writing focuses on the complexity of environmental and health sciences in their social context, incl. Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005) and Nature-nurture? No (2014, http://bit.ly/NNN2014). On reflective practice, see Taking Yourself Seriously: Processes of Research & Engagement (with J. Szteiter, 2012, http://bit.ly/TYS2012).

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