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APS111 and 112 - Engineering Strategies & Practice I and II

 

Course description: These courses introduce and provide 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. In both courses, 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: June  27, 2025 

  

Number of Positions (est.): 1 position  

  

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 3 one-hour lectures (2 in the Winter term), and 1 two-hour tutorial per week.   

  

Sessional dates of appointment: July 1, 2025 – April 30, 2026  

 

Hours: 5 HCE (up to a maximum of 1150 hrs) including the exam periods. Summer = 1 HCE Fall = 2 HCE, Winter = 2 HCE 
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 - $9,820.70; Sessional Lecturer 1 Long Term - $10,510.04; Sessional Lecturer 2 - $10,510.04; Sessional Lecturer 2 Long Term - $10,760.28; Sessional Lecturer 3 - $10,760.28 and Sessional Lecturer 3 Long Term - $11,013.89. 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 this position. Experience lecturing in large classroom (300+) settings, particularly in active learning classrooms. Experience managing large teams (40+) of instructors and TAs in a complex course with many moving parts. Ability to perform duties online as required.   

  

Preferred Qualifications: include a PhD (in progress) in an appropriate discipline (as above), TESL or CELTA certificate (or equivalent in ESL specialization or development of ESL curricula), familiarity with engineering communication practices and/or experience as an instructor or communication specialist in a technical field. Deep familiarity with engineering design practices, processes, and pedagogies, especially as it is taught in APS111/112. Also considered assets are experience in curriculum development, tutoring and/or working with a diverse group of students. Extensive teamwork, team teaching, and teamwork instruction experience, as well as previous experience in the course, are highly valued assets. Experience managing a large teaching team budget is also highly valued.  

 

Description of duties: Exact duties will be negotiated and agreed upon between the successful candidate and the Course and Teamwork Coordinators,  the Director, Engineering Communication Program, and the Associate Director, UG, ISTEP, as needed. All teaching is conducted in-person, with limited flexibility in scheduling and some opportunities to provide online support. The following duties will be included:  

  • Summer course preparation, including hiring and managing of TAs and CIs, in coordination with the Course Coordinator, Teamwork Coordinator and administrative teams, and curriculum design 

  • Large Teaching Team management activities, such as: 

    • Setting, running and attending all coordinator planning meetings and whole-teaching-team meetings (Mondays: 9-11am)  
    • Setting, running and attending all whole-team, TA-only and CI-only benchmarking meetings (throughout term) 
    • Running all training sessions (8 hours) (late August) 
    • Managing the communication instructor team, including running check-ins with each CI (on workload, processes, feedback on the course, etc.)  (in September and in February or March) 
    • Assisting Course Coordinator in managing TA team, including running check-ins 

  • Assignment and assessment management activities: 

    • Designing assessments in coordination with other course coordinators, including final exams, rubric development, and assessment review  
    • Lead a marking and support group of 3-4 other Lead Communication Instructors 
    • Reviewing grading practices, results, and leading benchmarking sessions, as required for TAs and CIs 
    • Managing and, where necessary, grading Final Presentations (one full day in April, during Exam Period) 

  • Teaching, curricular design, and course design activities, such as:  

    • Coordinating with the Course and Team Coordinators on course design, scheduling, delivery and support 
    • Reviewing, composing and delivering course materials and lectures 
    • Attending all lectures, leading communication lectures, and co-lecturing where required, especially with the Teamwork Coordinator 
    • Student-facing communications (including discussion boards and announcements) 
    • Running work sessions before each major assignment deadline (time and date tbd), as required 
    • Conducting student workshops and/or meetings targeted at specific course materials and subjects  
    • Assisting in coordinating language assessment for Core 8 students, and identifying sites for additional support 
    • Collaborating with CIs on strategies of support for students  
    • Coordinating with the First Year Instructors’ Committee  
    • Covering for CIs who are unable to complete duties due to health or other reasons 

  • Additional duties as required during the term to facilitate smooth delivery of the course  

 

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 istep.academic@utoronto.ca.  

  

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. 

Diversity Statement

The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples, Black and racialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

Accessibility Statement

The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

If you require any accommodations at any point during the application and hiring process, please contact uoft.careers@utoronto.ca.


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