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The instructor will grade individual assignments, cover tutorials, and attend lectures to support students in engineering strategies and practice. They will collaborate with the Communication Coordinator to provide professional language development and support for students.
A minimum of a master's degree in a relevant field such as Communication, English, or Engineering is required. Candidates must demonstrate strong interpersonal skills and familiarity with teamwork challenges in engineering student teams.
Course number and title: APS111/112 - Engineering Strategies & Practice
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. This first course in the two Engineering Strategies and Practice course sequence introduces students to the process of engineering design, to strategies for successful teamwork, and to design for human factors, society and the environment. Students write team and individual technical reports and give presentations within a discussion group.
Posting end date: July 17, 2026
Number of positions: up to two (2) Positions
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 up to 36 students each.
Class schedule: Students attend 3 one-hour lectures, and 1 two-hour tutorial per week.
Dates of appointment: September 1, 2026 – April 30, 2027
Hours: Up to 50 hours
Salary: CUPE minimum salary rates are: Writing Instructor 1 - $56.46/hr plus 4% vacation pay; Writing Instructor 1 Long Term - $60.69/hr plus 4% vacation pay; Writing Instructor 2 - $60.69/hr plus 6% vacation pay; Writing Instructor 2 Long Term - $62.15/hr plus 6% vacation pay; Writing Instructor 2 (priority) - $62.48/hr plus 6% vacation pay and Writing Instructor 2 (priority) Long Term- $63.95/hr plus 6% vacation pay. 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, English for Specific Purposes, Leadership, applied linguistics, Engineering, Education, Technology Studies) with strong interpersonal and mediational skills, a demonstrated commitment to teaching communication and demonstrated ability to work as part of a team. Must be familiar with typical teamwork challenges in engineering (student) teams.
Preferred Qualifications: include a PhD in an appropriate discipline (as above), and have familiarity with engineering design and communication courses and practices. Also considered assets are experience in curriculum development, coaching, tutoring, working with a diverse group of students, as well as working in or teaching about intercultural teams and communication.
Description of duties:
Attend up to 10 hours of general training sessions in early September (in person, online or hybrid)
Grading up to 72 individual assignments
Be available to cover tutorials if/as needed
Visiting up to four work session and active lectures before major deadlines (exact dates tbd)
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.
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.
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 Writing Instructor 2 or Writing Instructor 2 (Priority) 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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