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Academic Communication Foundations Instructor
3 months ago
Position Overview:
The University of Toronto is seeking qualified candidates for the role of Sessional Instructor in the course titled Foundations in Effective Academic Communication. This course is tailored for English Language Learners and aims to enhance their critical thinking, reading, writing, and oral communication abilities.
Course Highlights:
- This engaging course focuses on academic writing and vocabulary expansion.
- Students will interact with university-level academic texts and understand assignment expectations.
- The course promotes a collaborative learning environment that is inclusive and encourages active participation.
Key Responsibilities:
- Prepare and deliver stimulating instructional materials that foster dynamic learning experiences.
- Provide constructive feedback to enhance students' confidence and competence in academic communication.
- Lead in-person practicum sessions and facilitate engaging discussions to deepen critical thinking skills.
- Conduct assessments and provide supportive feedback to guide students in their academic journey.
Qualifications:
Applicants should possess a minimum of a Master's degree in a relevant discipline and have at least three years of university teaching experience. Candidates must demonstrate a strong ability to support multilingual students in developing their academic communication skills, particularly in writing.
Preferred Skills:
- Experience in online teaching environments.
- Training in writing, education, or applied linguistics.
- Familiarity with diverse student populations and second-language instruction.
- Experience with educational technology and tools for online learning.
Application Process:
Interested candidates are encouraged to apply through the designated application portal, ensuring all required documents are submitted as outlined in the application instructions.
Closing Note:
The University of Toronto values diversity and encourages applications from all qualified individuals.
