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Lead a team of communication instructors and TAs to deliver a course on engineering strategies and practice. Responsibilities include grading technical reports, conducting workshops, and coordinating instructional materials for approximately 1,200 students.
Requires at least a Master's degree in Communication, English, Engineering, or a related field with strong communication and teamwork skills. A PhD and certifications like TESL or CELTA are preferred.
Course number and title: APS112H1 S - Engineering Strategies & Practice II
Course description: This course introduces and provides a framework for the design process. Students are introduced to communication as an integral component of engineering practice. The course is a vehicle for understanding problem solving and developing communications skills. Building on the first course, this second course in the two Engineering Strategies and Practice course sequence introduces students to project management and to the design process in greater depth. Students work in teams on a term length design project. Students will write a series of technical reports and give a team-based design project presentation.
Posting end date: July 17, 2026
Number of Positions (est.): One (1)
Estimated TA support: TAs coordinate tutorial and mark design documents. CIs and TAs coordinate closely.
Estimated course enrolment: 1,200 students, in tutorial sections of approximately 36 students each.
Class schedule: Students attend 2 one-hour lectures, and 1 two-hour tutorial per week.
Sessional dates of appointment: January 1, 2027 – April 30, 2027
Hours: 1 HCE (up to a maximum of 230 hrs) including the exam period. You are expected to be available for course related meetings during Reading Week.
Salary: CUPE minimum salary rates for a half course (HCE), inclusive of vacation pay, are: Sessional Lecturer 1 - $9,997.47; Sessional Lecturer 1 Long Term - $10,699.22; Sessional Lecturer 2 - $10,699.22; Sessional Lecturer 2 Long Term - $10,953.96; Sessional Lecturer 3 - $10,953.96 and Sessional Lecturer 3 Long Term - $11,212.15. Should rates stipulated in the Collective Agreement vary from rates stated in this posting, the rates stated in the Collective Agreement shall prevail.
Minimum Qualifications: include at least a Master’s degree in an appropriate discipline (such as, but not limited to, Communication, English, Applied Linguistics, Engineering, Education, Technology Studies) with strong written and oral communication skills, and a demonstrated commitment to teaching communication and demonstrated ability to work as part of a team. Flexible availability is a requirement for these positions. Ability to perform duties online as required.
Preferred Qualifications: include a PhD in an appropriate discipline (as above), TESL or CELTA certificate (or equivalent in language teaching specialization or development of language-based curricula), familiarity with engineering communication practices and/or experience as an instructor or communication specialist in a technical field. Also considered assets are experience in curriculum development, tutoring and/or working with a diverse group of students. In addition, extensive teamwork, team teaching, and teamwork instruction are an asset.
Attending ten (10) or more whole-teaching-team meetings (Mondays 10-11 AM)
Attending up to five (5) ninety-minute (1.5 hrs) TA training and benchmarking sessions throughout the term (mid-September and late October/early November)
Attending and participating in select lectures (minimal attendance, and only as required)
On a course-level (note that these duties will not all be required and their division and allocation will be subject to negotiation and coordination among the full Communication Instructor and Course Coordinator teams): contribute to instructional material and support creation (including assignments, assessments, help sessions, course planning meetings) and to student-facing communications (including discussion boards, running select tutorials, assisting in lectures), and teaching team management tasks (including benchmarking, validating mark levels, petitions).
Lead a marking and support group of 3-4 other CIs
Organize and lead, with a Head TA, a TA benchmarking group
Conducting student workshops and/or meetings targeted at specific course materials and subjects
Collaborate with Communication Coordinator on strategies of support for students, as well as delivering that support, including for those identified as requiring Professional Language Development support.
Provide consultation support for, and mark select individual assignments for, up to three (preferably 2) tutorial sections (60-90 students).
Coordinating with 2 assigned TAs to provide their students (approximately 60-70) and student teams (10-12) with pre-and-post-assignment assistance and debriefs
Visiting up to ten (10) tutorials for student support and/or helping facilitate select in-tutorial activities (time and date tbd)
Visiting 4 or more work session and active lectures before major deadlines (time and date tbd)
Grading 60-90 of each of two individual assignments and 10-12 Team Charter assignments
Grading Final Presentations (one full day in April, during Exam Period)
All teaching and lectures must be conducted/attended in-person, with varying degrees of flexibility in scheduling and some opportunities to provide online support
While some duties—such as marking, communicating with students and teaching team colleagues over email and MS Teams, and preparation—may or must be done online, these duties are dependent on the instructor’s ability to attend in person at required times. Therefore, there are no online-only duties for this position.
Teaching team meetings and benchmarking meetings may be conducted online, but if they are conducted in-person, candidates are required to be in-person for those meetings.
A required 15-minute check-in with the Communication Coordinator (on workload, processes, feedback on the course, etc.) will be conducted in February or March.
Please note: duties may be adjusted due to changes in course delivery from in-person to online.
Application Procedure: Applicants should submit:
Application documents must be submitted via the link found in the application form in one (1) file.
If during the application and/or selection process you require accommodation due to a disability, please contact Chanelle Small-Reid at [email protected].
This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement.
It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail.
Preference in hiring is given to qualified individuals advanced to the rank of Sessional Lecturer II or Sessional Lecturer III in accordance with Article 14:12 of the CUPE 3902 Unit 3 collective agreement. Please note: Undergraduate or graduate students and postdoctoral fellows of the University of Toronto are covered by the CUPE 3902 Unit 1 collective agreement rather than the Unit 3 collective agreement and should not apply for positions posted under the Unit 3 collective agreement.
Candidates who are members of Indigenous, Black, racialized, and 2SLGBTQ+ communities, persons with disabilities. and other equity deserving groups are encouraged to apply, and their lived experience shall be taken into consideration as applicable to the position. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.
The Department of Leadership, Higher & Adult Education (LHAE) at the Ontario Institute for Studies in Education is a dynamic and inclusive learning community comprised of scholars focused on educational leadership and administration, policy and change, social justice, and community engagement. Our department considers education broadly, as it occurs inside and outside of formal educational settings. Our courses and programs consider relations between different social settings, such as families, workplaces, local communities, and national and international contexts. Themes running through our research and teaching include equity and social justice, professional education, policy studies, educational leadership and organizations and adult learning within institutions and settings.
Offices: 252 Bloor St W, Toronto, Ontario M5S 1V6, CA
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