UBC Seeking an Educational Strategist for Student Diversity Initiative

Do you have experience researching and/or leading systemic change regarding diverse, inclusive, and equitable teaching and learning practices in STEM?

If so, please consider applying for the Educational Strategist position focusing on the Student Diversity Initiative in the Faculty of Science at the University of British Columbia (Vancouver, BC, Canada).

Please see the job summary below. Further details can be found on the UBC Careers webpage (Job ID: 33070).

Job Summary
The Student Diversity Initiative (SDI) is an initiative of the Equity & Inclusion Office (EIO) and fulfills the Board of Governors’ Commitment to Student Diversity by working to embed strategies and practices of Inclusive Excellence into all areas of UBC. Central to this work, the SDI embeds staff within key faculties, departments and units across UBC to collaboratively provide local tailored expertise and support.

The Educational Strategist, Student Diversity Initiative, embedded in the Faculty of Science (specifically within the Science Centre for Learning and Teaching (Skylight)), is responsible for supporting the development of strategies to embed inclusive teaching and learning approaches into the Faculty of Science. This includes faculty-led teaching and learning enhancement pilot projects that address complex issues facing students around equity, diversity and inclusion in STEM courses. Using an evidence-informed approach that is grounded in literature, the Educational Strategist will work collaboratively with science faculty, Science Education Specialists (SESs) and science departments.

To support the implementation of university-wide strategic priorities outlined in the UBC Strategic Plan, this position works in partnership with the Faculty of Science and relevant groups and initiatives across campus. The Educational Strategist leads the planning and implementation of systemic change strategies to cultivate educational policies and processes, pedagogical practices, and a campus culture in which all students are equitably supported to succeed. As well, this position will play a pivotal role in efforts towards building capacity within the Faculty of Science to sustain best practices and to building a campus culture in which all students are equitably supported to succeed. Understanding of issues of equity, diversity and inclusion in the teaching and learning context is critical, and an equity minded* lens and approach is required.

*Equity-minded refers to a way of thinking that calls to attention the patterns of inequity in student outcomes. To be equity-minded means that we are willing to take personal and institutional responsibility for the success of students and to critically reassess our own practices. An equity minded approach also acknowledges that inequities are the result of dysfunction in various structures, policies, and practices; and institutions and individuals who make up the institution become accountable for the success of students and see it as their responsibility to address gaps across racial, socio-economic, and cultural divides, amongst others. (https://cue.usc.edu/about/equity/equity-mindedness/)