Senior Educational Development Consultant - Indigenous Pedagogies and Curriculum

Competition 2472

This position is part of the Association of the Academic Staff of the University of Alberta (AASUA).

In accordance with the Administrative and Professional Officer Agreement, this position has a comprehensive benefits package and an annual salary range of $67,159 to $111,927.

Location - This role is hybrid with a mix of remote and in-person. Work primarily takes place at North Campus, Edmonton.

Working at the University of Alberta

The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages and cultures of First Nations, Métis, Inuit and all First Peoples of Canada, whose presence continues to enrich our vibrant community.

The University of Alberta is a community of knowledge seekers, change makers and world shapers who lead with purpose each and every day. We are home to over 14,000 faculty and staff, more than 40,000 students and a growing community of 300,000 alumni worldwide.

Your work will have a meaningful influence on a fascinating cross-section of people — from our students and community members, to our renowned researchers and innovators, making discoveries and generating solutions that make the world healthier, safer, stronger and more just. Learn more.

Working for the Centre for Teaching and Learning (CTL)

The Centre for Teaching and Learning (CTL) advances the University of Alberta’s teaching and learning mission by supporting inclusive, research-informed, and student-centred practices. CTL is the university’s centre for expertise in teaching and learning and holds institutional authority for the professional development of teaching.

Position

The Senior Educational Development Consultant - Indigenizing Curricula supports instructors and academic units across disciplines in advancing decolonization and Indigenization of teaching and learning at the University of Alberta. This position plays a vital role in supporting the implementation of institutional Indigenization and decolonization initiatives, contributing directly to the university’s commitments under Braiding Past, Present, and Future and related strategic priorities. This portfolio aims to provide practical, tactical guidance that helps instructors integrate Indigenous worldviews, content, land-based learning, and trauma-informed pedagogies into their teaching in a respectful, responsive, and effective manner.

The incumbent will consult with instructors and departments to design strategies for embedding anti-colonial and Indigenous ways of knowing and content at both the course and program levels. Through workshops, resource development, and one-on-one or team-based consultations, they will help instructors at all levels—from novice to expert—apply evidence-informed approaches, such as high-impact educational practices, in the context of Indigenous pedagogies. They will also support bridging approaches to teaching and learning with Indigenous pedagogies and knowledge systems, offering tools and frameworks that guide instructors in transforming their curriculum and learning environments.

Duties

Development of Instructors

• Design and facilitate programming and services that build the capacity of instructors and academic leaders to foster inclusive, evidence-informed and collaborative teaching and learning environments. 
• Develop and curate resources that support instructors and academic leaders in creating practical, inclusive, and engaging learning environments. 
• Collaborate with instructors, academic units, and CTL colleagues to identify teaching development needs through consultations, curriculum reviews, feedback data, and program-level engagement.
• Translate pedagogical theory and research into practical, evidence-based strategies that support instructors across disciplines and experience levels (novice to experienced).
• Conduct pedagogical needs assessments at individual, departmental, and faculty levels to inform the design of responsive professional development and capacity-building initiatives.
• Develop and apply evaluation and feedback strategies to assess the effectiveness and impact of CTL programs, teaching interventions, and instructional resources.
• Identify barriers to effective teaching and learning support and contribute to the continuous improvement of CTL services and programming based on instructor feedback, research, and institutional context.
• Provide pedagogical guidance and well-researched recommendations to instructors, program leads, academic leaders, and committees on effective teaching practices, curriculum enhancement, and instructional capacity building.
• Collaborate on planning, designing, and delivering CTL-wide programming and services, including CTL flagship events.
• Contribute pedagogical expertise to consultations with instructors and programs across faculties.

Leadership

• Coordinate initiatives within a specialized area of educational development (e.g., AI and assessment, experiential learning, inclusive pedagogy).
• Participate in collaborative project teams to support the integration, alignment, and continuous enhancement of CTL programming, services, and outcomes.
• Demonstrate informal leadership by fostering collegial relationships, mobilizing colleagues toward shared teaching and learning goals, and contributing to a culture of shared growth through mutual support and collaboration.
• Participate in cross-functional initiatives, projects, and working groups that advance campus-wide teaching and learning priorities.
• Collaborate with CTL colleagues to leverage expertise and ensure integration, alignment, and efficiency across the Centre’s programs and services.
• Partner with other service and academic units to support integrated, campus-wide teaching development efforts.
• Integrate Indigenous pedagogies, inclusive practices, and equity-informed approaches into teaching development initiatives.
• Maintain current knowledge of evidence-based practices and contribute to developing CTL’s public-facing resources and communications.
• Demonstrate accountability, responsiveness, and a commitment to high-quality contributions in collaborative projects and service to the university teaching community.
• Demonstrate a sustained and reflective commitment to deepening one’s understanding of Truth and Reconciliation and its implications for teaching and learning.
• Engage in formal professional development to remain current in educational development trends and leading practices.
• Develop and sustain an area of specialization that aligns with the Centre’s programming and service priorities, responds to the university’s evolving context, and addresses emerging trends and learning needs in postsecondary education.

Promote Effective Teaching and a Culture of Teaching Across Campus

• Contribute to cross-functional institutional projects with other Centres of Expertise and academic support units to ensure alignment, integration, and enhancement of teaching and learning support services.
• Design and facilitate programs that foster inclusive, high-trust, and collaborative teaching cultures within their departments and faculties.
• Design and adapt CTL’s multimodal teaching resources, communications, and public-facing content to support diverse audiences and promote engagement across formats and platforms.
• Translate learnings from critical literature and reviews related to teaching and learning in post-secondary/higher education to actionable guidance for instructors of varying experience (novice to expert) and disciplinary backgrounds. 
• Integrate Indigenous pedagogies and perspectives into teaching and learning programming, resources, and consultations.
• Adopt and promote values-based practices that advance inclusive and equity-informed teaching practices in consultations, programming, and resource development. 
• Contribute to the development, implementation, and review of CTL’s strategic priorities and initiatives in alignment with university-wide teaching and learning goals.
• Engage in sustained academic, professional, and reflective development to remain at the forefront of emerging higher education trends and proactively respond to the evolving needs of instructors and academic units at the University of Alberta.
• Engage in collaborative practices demonstrating respect for diversity, lived experiences and positional differences.

Course Design

• Collaborate with instructors and instructional teams to plan, implement, and assess learning, and support instructors to evaluate their teaching.
• Facilitate consultations, workshops, meetings, and events in the design and implementation of courses and program initiatives to improve teaching.
• Provide advice on the pedagogical use of learning technologies and instructional tools within various teaching contexts.
• Facilitate one-on-one consultations and small-group discussions with instructors on course and assessment design, instructional strategies, and classroom implementation.
• Offer feedback on course design and delivery to support continuous improvement in teaching practice.
• Contribute pedagogical guidance to department-level initiatives and curriculum conversations.
• Provide advice on the pedagogical use of learning technologies and instructional tools within various teaching contexts.

Assess Impact

• Support the evaluation and improvement of CTL programs and teaching interventions through feedback and reflective practice.
• Collaborate with CTL colleagues to develop evaluation strategies that assess the impact of teaching development programs and services.
• Participate in collecting and interpreting feedback from consultations, workshops, and institutional initiatives to inform ongoing improvements.
• Lead to team-based discussions that support CTL’s commitment to continuous learning, evidence-based practices,  and service enhancement.
• Engage in ongoing self-reflective practice to identify growth opportunities and contribute to continuously improving CTL programming, services, and internal processes.

Qualifications

Please Note: This role requires confirmation of First Nation, Inuit, or Métis membership or citizenship. Those selected for an interview will be asked for documentation of First Nation, Métis or Inuit membership or citizenship.

Education and Experience

• PhD in an area relevant to educational development or equivalent experience in teaching and learning in higher education, educational technology, training and development, or a related field.
• Minimum of 5 years of experience in educational development, curriculum design, instructional support, or a related role in a post-secondary context.
• Minimum of 3 years of post-secondary teaching experience as a principal instructor.

Knowledge

• Strong knowledge of instructional design, curriculum development, and inclusive teaching practices.
• Understanding of the higher education landscape and teaching and learning frameworks at the University of Alberta (or a similar institution).
• Familiarity with learning management systems and educational technologies commonly used in post-secondary instruction.
• Ability to translate educational research into accessible, practical strategies for instructors across disciplines and experience levels.

Skills and Abilities

• Demonstrated ability to work collaboratively and build trust with instructors and colleagues across roles and disciplines.
• Strong facilitation, consultation, and communication skills in diverse teaching and learning contexts.
• Ability to contribute effectively to team-based projects and institutional initiatives.
• Skilled in organizing and delivering professional development in varied formats (e.g., workshops, asynchronous modules, online sessions).
• Effective written and verbal communication tailored to both scholarly and practical audiences.
• Strong organizational skills, attention to detail, and ability to follow through on multiple tasks and responsibilities. 

Attitudes and Attributes

• Approaches challenges with a solutions-oriented mindset and embraces a future-focused attitude that anticipates emerging needs in teaching and learning.
• Collegial, respectful, and committed to a collaborative and inclusive team culture.
• Service-oriented with a commitment to supporting instructor growth and the enhancement of teaching across the university.
• Reflective and open to feedback, contributing to a culture of continuous learning.
• Adaptable and responsive to changing institutional priorities and teaching contexts.
• Supports the Centre’s positive reputation within the university.
• Demonstrates a commitment to the professional development of self and others.