Educational Consultant: Anti- Racist Teaching & Learning

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Compensation Range

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Posting End Date

Note: Applications will be accepted until 11:59 PM on the Posting End Date.

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At UBC, we believe that attracting and sustaining a diverse workforce is key to the successful pursuit of excellence in research, innovation, and learning for all faculty, staff and students. Our commitment to employment equity helps achieve inclusion and fairness, brings rich diversity to UBC as a workplace, and creates the necessary conditions for a rewarding career.

Job Summary
The Educational Consultant: Anti-Racist Teaching and Learning provides professional development programming, design, facilitation, and consulting services to the UBC teaching and learning community that embeds the values and experiences of BIPOC communities through intersectional, anti-oppressive and decolonial approaches to pedagogy and design. The person in this role is expected to collaborate with colleagues within and outside of CTLT to plan, develop, assess and co-facilitate educational programs to further long-term anti-racist professional development initiatives and goals for the UBC teaching and learning community. The person in this role may also share and integrate expertise to support CTLT's internal anti-racist capacity building and other related initiatives.

Organizational Status

The Centre for Teaching, Learning and Technology (CTLT) works collaboratively with academic and administrative units throughout UBC to build innovative and effective strategies in support of learning and teaching. Anti-racist teaching and learning programming, resources, and educational consulting services are situated within the CTLT's Teaching, Learning, and Professional Development (TLPD) portfolio, in collaboration with CTLT Indigenous Initiatives. The TLPD team develops and offers workshops, programs, resources, and services aimed at faculty, graduate students and staff who are interested in furthering their teaching skills and their knowledge of how people learn. CTLT Indigenous Initiatives (CTLT II) offers programming, academic resources, consultations, and support focused on Indigenous engagement in curriculum, pedagogy, classroom climate, and professional development.

The incumbent reports to the Senior Strategist in the CTLT Indigenous Initiatives team. This position collaborates with other members of CTLT to design and facilitate programs and services, as well as with members of other UBC teaching and learning units, faculty members, department heads, associate deans, and development teams across a range of Faculties and units.

Work Performed

• Convene and facilitate collaborative processes within the Anti-Racist Teaching and Learning programming team

• Conduct needs assessments and develop corresponding Anti-Racist Teaching and Learning program offerings (e.g. workshops, cohort programs etc.)

• Co-facilitate and assess professional development programs (including interrelated workshops, resources, panel discussions and consultations) for the University teaching community in a variety of modalities (face-to-face, blended, hybrid, online) with the goal of enhancing the experiences of BIPOC communities and other historically marginalized communities.

• Co-develop and facilitate custom anti-racist teaching cohort programs, as needed working in partnership with faculty leads and champions and working collaboratively with the units to support learning goals within their unit to enhance the capacity and sustainability of these educational initiatives across UBC.

• Work in partnership with CTLT's Indigenous Initiatives Team to align anti-racist professional development programs with decolonial and intersectional approaches and align programming that supports the implementation of the Indigenous Strategic Plan.

• Develop collaborative relationships with colleagues from the Equity and Inclusion Office (EIO) to align anti-racist professional development programs with inclusive excellence approaches and align programming that supports the implementation of the Inclusion Action Plan (IAP), Anti-Racist and Inclusive Excellence (ARIE) Taskforce, and Strategic Equity and Anti-Racism (StEAR) framework

• Collaborate with the TLPD team more broadly to develop comprehensive plans and procedures in support of overall TLPD and CTLT strategic goals.

• Bring together current frameworks and approaches to enhance the integration of some core concepts across our signature programs (examples may include Course Design Intensive, Indigenous Initiatives Design Series, Inclusive Teaching, CTLT Institutes, experiential education, universal design principles, etc.).

• Research, design, facilitate, evaluate, and document processes (actions and events to accomplish something with a group over time) in order to accomplish short- and long-term teaching and learning related goals. A process may consist of anything from a single workshop to a large, multi-phase program or project (for example, an educational research project).

• Collaborate with CTLT staff to develop educational resources to support CTLT programs and services, and the professional development needs of the UBC teaching community.

• Ensure compliance of educational programming with university policies and strategic plans, governmental regulations and international governance.

• Respond to confidential needs and requests of individual faculty members, while upholding the reputation of CTLT.

Consequence of Error/Judgement
Errors in judgment may have negative consequences for the quality of teaching and learning at UBC. They may also result in the inefficient use of resources, and/or poor relations among educational developers, staff or individuals participating in facilitated processes. They may damage the reputation of the University and the Centre for Teaching, Learning and Technology.
This position requires familiarity with communication and consultation processes and protocols that support and empower BIPOC faculty, staff, students, and community members. A lack of familiarity with communication, relational, and collaboration practices with an intersectional anti-oppression lens could result in dysfunctional or ineffective understandings and approaches, which could perpetuate problematic situations and negatively impact students, work colleagues, and others.
Must respond to faculty/department requests in a timely and professional manner. Must exercise a high level of professionalism and judgment when dealing with various units and departments, as well as with non-UBC colleagues. Failure to follow best practices and exercise sound judgment could result in significant resource and reputation costs to the Centre, and could possibly have a negative impact on future internal and external partnerships.

Supervision Received
Works independently with general direction from the Senior Strategist, CTLT Indigenous Initiatives. Incumbent acts independently and exercises initiative and sound judgment when representing CTLT

Supervision Given
May supervise project staff, students, student employees, and volunteers.
May manage junior staff and project teams of varying composition, depending on the scope and nature of the specific project. Project teams may include University faculty members, students and staff, colleagues within CTLT, members of other teaching and learning units, members of other educational institutions, external clients and specialists hired for specific tasks.

Minimum Qualifications
Master's degree in Education. Minimum of six years of related experience, or the equivalent combination of education and experience.

- Willingness to respect diverse perspectives, including perspectives in conflict with one's own
- Demonstrates a commitment to enhancing one's own awareness, knowledge, and skills related to equity, diversity, and inclusion

Preferred Qualifications

• Master's degree in a relevant discipline e.g., education, Indigenous Studies, law, psychology, sociology, social work, planning, conflict resolution.

• Substantive knowledge and ability to participate comfortably in and facilitate discussions on equity, diversity, inclusion using current discourse e.g. anti-oppression, socialjustice, feminism, critical race theory, disability studies, queer studies, decolonization etc. while remaining open to new and challenging ideas. Experience working directly with BIPOC communities through design, facilitation in a professional and/or post-secondary context.

• Experience in design, development, and facilitation of processes and educational programs or the equivalent combination of education and experience. Experience within the post-secondary context is an asset, or ability to apply equivalent level of experience to a post-secondary context.

• Substantial experience in designing and facilitating group processes that center anti-racist and anti-oppressive approaches in both face-to-face and online environments; Professional Facilitator Certification or equivalent is an asset.

• Effective oral and written communication, interpersonal, planning, organizational, and problem-solving skills.

• Ability to work both independently and within a team environment.

• Ability to exercise diplomacy, tact and discretion.

• Knowledge of and ability to think critically and creatively in relation to university policies and procedures is considered an asset.

• Experience in teaching face-to-face and using online and multimedia technologies is an asset.