Stanford University Looking for Assistant Director of Graduate Teaching Programs at Stanford, CA Full Time

Heralded as a hub of undergraduate innovation, the Office of the Vice Provost for Undergraduate Education (VPUE) creates and sustains
meaningful interactions between students and faculty both within and outside the classroom. As a collaborative team member of VPUE, you have
a unique opportunity to advance and support programs that touch and enhance the lives of every undergraduate student at Stanford. As a team
member in a unit that is also affiliated with the Office of the Vice Provost for Graduate Education (VPGE), your positive impact on graduate
students and their teaching and learning will also be substantial.

The Center for Teaching and Learning (CTL) works to increase the
integration of inclusive, evidence-based, and innovative teaching and learning practices in Stanford courses and curricula. CTL has a
leading voice on campus for issues related to teaching and learning and contributes to educational strategy, practice, inclusion, diversity,
equity, accessibility, and belonging through a wide variety of partnerships and initiatives. CTL staff and affiliates hold the following
values central and strive to enact them throughout our work, whether administrative, programmatic, or service-oriented: drawing on evidence
to inform our work, practicing equity and inclusion, centering participants and their diverse experiences, stewarding resources responsibly,
and learning continuously.

CTL seeks an Assistant Director, Graduate Teaching Programs for a position associated with Stanford’s
membership in the Center for the Integration of Research, Teaching, and Learning (CIRTL), which is committed to advancing the teaching of
STEM disciplines in higher education, as well as general equity-minded pedagogical support for graduate students and postdoctoral scholars.
In this role, you will report to the Associate Director, Graduate Teaching Programs in CTL, work closely with the CIRTL advisory board,
guide and mentor student staff, and collaborate with campus colleagues in schools, departments, and other units. You will play a crucial
role in designing, implementing, administering, and evaluating teaching and learning-focused programming such as Teaching Assistant
Orientations, Graduate Course Design Institutes, and local learning communities, and shape the future of pedagogy in higher education.

In this role, you will:

• Provide professional development in inclusive and equitable pedagogy for
  teaching assistants, course assistants, and other graduate student instructors at Stanford University. Work with event staff to plan and
  coordinate pedagogical training activities and events.
• Establish working relationships with graduate student populations and campus
  partners through the design, implementation, and evaluation of teaching assistant orientations, course design institutes, workshops,
  self-paced Canvas courses, and other programming informed by the scholarship of teaching and learning.
• Lead learning communities, a
  teaching observation program, and other cohort-building experiences affiliated with the CIRTL network.
• Track attendance and
  maintain relevant databases and registration platforms for center programming.
• Analyze workshop activity, surveys, captured
  footage, and other evidence of impact, and draw on such data for iterative improvement of graduate teaching programs and services in
  collaboration with CTL staff and campus partners.
• Work with CTL communications staff to implement a comprehensive communications
  strategy, including email, newsletter, website, and other communication modalities. Keep program websites and communication outlets up to
  date based on program activities.
• Represent the CTL’s work at campus events, course meetings, national conferences, and other
  academic venues such as CIRTL national meetings.
• Effectively collaborate with campus partners to implement and revise joint
  programming, including liaising with and managing an advisory board of campus stakeholders on CIRTL or TA Orientation, for example.
• Consult with individual graduate student instructors and teaching assistants (e.g., via mid-quarter small group feedback sessions or
  teaching observations), especially as needed to train and back up graduate teaching consultants.
• Guide, mentor, and empower student
  staff in program leadership positions, including supporting the work of diverse student assistants, program facilitators, and project leads.
  Provide feedback appropriate to the student’s stage of development and program priorities.
• May work extended hours during peak
  business cycles.

**The job duties listed are typical examples of work performed by positions in this job classification
and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties
and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of
responsibility. Employees may also perform other duties as assigned.

To be successful in this role, you will
bring:

• Masters degree, preferably in a science or engineering discipline, and two years of full-time experience or a
  combination of education and relevant experience
• Two+ years teaching or serving as a teaching assistant in science or engineering
  fields or adjacent fields in higher education
• Documented success designing, administering, implementing, and evaluating pedagogical
  programming in discipline-specific and cross-disciplinary contexts, such as workshops, courses, or other learning experiences related to
  teaching and learning
• One+ years experience mentoring and overseeing the work of student staff in educational development roles.
  Ability to empower and guide student staff using asset-based strategies
• Academic, professional, and/or community-based experience
  with diversity, equity, inclusion, and belonging in learning environments and corresponding track record of actions to create inclusive
  environments and equitable outcomes
• Experience building strong working relationships and creating community amongst colleagues and
  students, such as in a course or office setting
• Facility with database management and data tracking, for example in administering a
  large-scale professional development program
• Proficiency with communications strategy implementation, such as writing website copy,
  promotional emails, and/or social media campaigns
• Enthusiasm for occasional domestic travel to attend in-person conferences such as
  national CIRTL meetings

Physical requirements:

• Frequently perform desk-based computer tasks,
  and on-campus mobility, self-propelled or assisted.

Work Standards:

• Interpersonal Skills:
  Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of
  Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe
  behaviors based on training and lessons learned.
• Ability to follow data security principles and policies and maintain
  confidentiality of data.
• Subject to and expected to comply with all applicable University policies and procedures, including but
  not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu/

*Consistent with its obligations under the law, the University will
provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of their
job.

In addition, preferred requirements include:

• Doctoral degree, preferably in a science or
  engineering discipline
• Experience managing a budget, including forecasting and tracking spending and making recommendations for
  future cost expenditures
• Experience designing and teaching science or engineering courses at the university level
• Experience designing and evaluating self-paced asynchronous curricular materials in accessible and effective ways
• Skills in
  program evaluation, such as analyzing student feedback and performance data to improve curricular experiences and programming
• Experience with SmartSheet and/or willingness to learn is a plus
• Documented success in consulting with educators, including
  coaching instructional staff, analyzing and discussing artifacts such as student feedback data, class observations, syllabi, or
  assignments
• Experience with approaching teaching in a scholarly way, be it in discipline-based educational research, the
  scholarship of teaching and learning, and/or rigorous assessment of teaching practices, or equivalent social science or education research
  experience
• Knowledge of inclusive, professional, and compassionate strategies to provide feedback to colleagues and students in
  instructional and professional contexts
• Excellent attention to detail. Strong organizational skills and the ability to manage and
  track multiple projects simultaneously

The expected pay range for this position is $68,000 to $99,000 per annum. Stanford
University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay
offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the
position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external
market pay for comparable jobs.

How to Apply

Please note that completed applications will be reviewed on
August 25, 2023, and on a rolling basis thereafter, with an anticipated start date of January 2024. People from groups historically and/or
currently underrepresented in higher education contexts are strongly encouraged to apply.

To apply, please submit a
curriculum vitae (C.V.) and a cover letter that addresses the following items:

1. The field in which you hold an
   undergraduate degree, the number of years that you have full-time experience designing, implementing, administering, and/or evaluating
   pedagogical development programs, the number of years you have part-time experience doing so, and whether you are willing to occasionally
   travel domestically.
2. As part of this role, you will eventually be responsible for the design, implementation, evaluation, and
   administration of the cross-disciplinary, campus-wide Teaching Assistant Orientation. Imagine you are beginning to learn the TAO workflow to
   lead the event independently. Please list the first three steps you would take when embarking upon the project and explain why you chose
   those steps. If possible, please reference your prior experience in your explanation.
3. Considering the required and preferred
   qualifications for the role and what successful candidates will bring (as described in the job description): what experiences or skills have
   you not yet had a chance to describe above that you believe would enrich your performance in the role?

Please do not submit
documentation not requested. It will be discarded without consideration.

Should you have any questions regarding the submission of
your application, or the requested documentation, you may contact Amanda Modell, Associate Director of Graduate Teaching Programs, CTL via
email at amandamodell(at)stanford(dot)edu.

More About the Center for Teaching and Learning (CTL)

The Center
for Teaching and Learning (CTL) works to increase the integration of inclusive, evidence-based, and innovative teaching and learning
practices in Stanford courses and curricula. CTL works with faculty, lecturers, academic teaching staff, and teaching assistants through
programs and services that facilitate training, practice, feedback, reflection, and incorporation of emerging technologies in teaching.
While the position posted here focused on teaching, CTL also supports students directly through academic coaching, peer tutoring, and
programs that enhance students’ academic skills and support students’ academic goals. CTL has a leading voice on campus for issues related
to teaching and learning and contributes to educational strategy, practice, inclusion, diversity, equity, accessibility, and belonging
through a wide variety of partnerships and initiatives. CTL staff and affiliates hold the following values central and strive to enact them
throughout our work, whether administrative, programmatic, or service-oriented: drawing on evidence to inform our work, practicing equity
and inclusion, centering participants and their diverse experiences, stewarding resources responsibly, and learning continuously. https://ctl.stanford.edu

More About the Office of the Vice Provost for Undergraduate Education
(VPUE)

As the designated gateway to undergraduate education at Stanford, VPUE strives to connect students intellectually
with the full range of our educational opportunities and to promote the active engagement of all faculty, instructors, and staff with
undergraduate students.

For undergraduates, VPUE is the nexus for programs and initiatives that help students define and achieve
their intellectual ambitions and develop a sense of civic purpose at Stanford. These include investigative introductory courses taught by
esteemed faculty, targeted classes in writing and rhetoric, undergraduate research support, academic advising and mentoring, overseas and
off-campus study programs, evidence-based and inclusive learning and teaching practices, and opportunities to pursue public service
campus-wide. For faculty, VPUE serves as a principal conduit for furthering interaction with undergraduates and discovering ways in which
working with students can enrich one’s research agenda. VPUE collaborates with faculty, staff, and students to provide the world-class
experiences for which Stanford is known. All VPUE resources are dedicated to involving faculty with the undergraduate experience, connecting
students with transformative opportunities and fully realizing a liberal education at Stanford.

VPUE advocates for and supports
diversity, equity, inclusion, and belonging at Stanford through our teaching, policies, programming, and partnerships across the university.
VPUE seeks to create a work environment motivated and shaped by the principles of diversity, equity, and inclusion, in which all staff
explicitly and mindfully act to implement these principles. We seek a work environment that values input from all, transparency and openness
in decision-making, and respectful and supportive engagement.

Why Stanford is for You

Imagine a world
without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses.
Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000
staff. We seek talent-driven individuals to impact the future of our legacy. Our culture and unique perks empower you with:

• Freedom to grow. We offer career development programs, tuition reimbursement, or course auditing opportunities. Join a TedTalk, film
  screening, or listen to a renowned author or global leader speak.
• A caring culture. We provide superb retirement plans, generous
  time off, and family care resources.
• A healthier you. Climb our rock wall, or choose from hundreds of health or fitness classes at
  our world-class exercise facilities. We also provide excellent health care benefits.
• Discovery and fun. Stroll through historic
  sculptures, trails, and museums.
• Enviable resources. Enjoy free commuter programs, ridesharing incentives, discounts, and
  more!

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive
consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability,
protected veteran status, or any other characteristic protected by law.

http://stanfordcareers.stanford.edu

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Additional Information

• Work Arrangement : Hybrid
  Eligible