Open Rank Professor of Science

National Louis University•Chicago, IL

4d•Hybrid

About The Position

National Louis University’s (NLU’s) Undergraduate College (UGC) is seeking a full-time Open Rank Professor of Science. The sciences at National Louis University are an integral part of our Undergraduate College instruction and we require science courses to ensure that students are equipped with the critical thinking and data-literacy skills needed to evaluate evidence, navigate complex real-world issues, and make informed, objective decisions in an increasingly technological society. The Open Rank Professor of Science would be responsible for teaching and revising curriculum for the Health Science sequence of courses, which are required science courses for that major. This role demands content expertise in biology, anatomy and physiology, microbiology, and/or chemistry, demonstrated instructional excellence, and a commitment to NLU’s undergraduate student population. This position is a 10-month, full-time non-tenure track faculty position with teaching and administrative responsibilities, and expected faculty appointment based on rank. The position will be based in Chicago, and applicants must be willing to teach at other Chicago metropolitan area campuses and online, as needed. National Louis University (NLU) is focused on developing undergraduate degrees that are highly relevant within the field of study. As such, we are looking for a faculty member who understands the knowledge, skills, and attributes that students must acquire to become competitively prepared for the workplace. Just as critical is this leader’s knowledge of NLU’s student population and the instructional strategies and curricular approach that will ensure student success.

Requirements

Minimum of a Master’s Degree in a science discipline; Doctorate preferred.
Minimum of 3-5 years of science experience in a professional setting.
Demonstrated commitment to increasing professional opportunities for historically underrepresented college students and to building career skills that will increase professional access and success.
Content expertise in biology, anatomy and physiology, microbiology, and/or chemistry.
Experience and a passion for elevating and driving toward excellence in teaching in a higher education setting, particularly with students from minoritized populations.
Excellent facilitation and classroom management skills; ability to differentiate instruction and support based on students with diverse learning needs.
Technologically savvy, with experience working with different platforms and learning management systems.
Excellent oral and written communication skills.
Collaborative attitude and creative problem-solving skills.
Experience with digital tools for teaching, teaching in either online or blended/hybrid formats is required.
Ability to consistently connect instruction to its real-world relevance, tying in concepts and theories in the classroom to students’ current and future work experiences and highlighting immediate applicability.
Willing and able to use data to inform instruction.

Nice To Haves

Doctorate preferred.

Responsibilities

Demonstrate excellence in teaching: Collaborate with faculty team and career services staff to develop an effective student experience for students.
Facilitate courses by delivering engaging instruction in multiple modalities.
Empower students to develop competency by sharing a passion for the subject and skills being taught.
Utilize technology-based teaching platforms aid students in the development of competencies.
Communicate professionally and relate well.
Demonstrate, maintain, and continuously strengthen content expertise: Lead and manage bi-weekly content meetings with faculty to review curriculum plans, determine implications of student data, and plan curriculum revisions.
Maintain current and active content knowledge in the expertise area that is reflected in instruction.
Possess appropriate expertise as demonstrated by appropriate credentials.
Maintain current knowledge of the field by engaging in professional development in the sciences.
Optional: Support the interviewing and hiring of contingent faculty.
Promote student success with a proactive, high expectations, high support approach: Demonstrate and share a passion for postsecondary success for diverse learners and for teaching.
Demonstrate flexibility in delivery and work schedule to provide personalized student support (includes but is not limited to office hours).
On-campus presence on days when not teaching.
Engage in data-driven instruction, student support planning, and continuous curriculum improvement: Track student course data weekly in multiple university data systems as needed.
Engage in regular data-driven Student Success Collaboration meetings with faculty, coaches and support specialists to report student progress and obstacles and to plan student support interventions.
Engage in regular content area team meetings with peer faculty to review curriculum plans, determine implications of student data, and plan curriculum revisions.
Participate in continuous improvement of UGC curriculum: Actively document and share suggestions for curriculum revision to support ongoing revision/enhancement of UGC curriculum.
Commit to continuous improvement of self and colleagues (i.e., professional development), and service to the institution: Create, attend and actively participate in training opportunities provided in online and in person settings.
Contribute to a learning culture by participating on committees, supporting local campus events such as orientation and graduation, and participating in various other workshops and meetings.
Participate in faculty governance related to college and/or university operations and improvement.