Jobs UNIVERSITY OF COLORADO BOULDER

The mission of the CU Boulder School of Education is grounded in a lived commitment to democracy, diversity, equity, and justice. We teach and conduct research to make a positive difference with and in schools and communities. The work of our faculty, researchers, staff, and students leads to evidence-based policy and practice. We aim for our graduates to be engaged and informed educators, researchers, policymakers, and community leaders.

The CU Boulder LA Program is a small and agile team that aims to leverage quantitative and qualitative evidence drawn from the experiences of students, undergraduate LAs, faculty, and departments to improve student learning outcomes and experiences. The mission of the CU Boulder Learning Assistant (LA) Program is to provide infrastructure necessary for improving student success by increasing the diversity of CU Boulder’s instructional teams through the inclusion of pedagogically trained, undergraduate Learning Assistants (LAs). Ongoing development opportunities and communities are available for faculty, departments, and undergraduates with continued support leading to growth and development as educational leaders, mentors, and state of the art educational innovators for all parties involved. Learn more at our LA Program website: https://www.colorado.edu/program/learningassistant/.

The instructor of the LA Pedagogy course plays a dynamic, multi-layered role with the LA Program that extends far beyond teaching and grading. While evaluation and feedback are certainly part of the job—monitoring attendance and class participation, assessing annotations and reflections, providing feedback on transcripts and final projects—the true investment of time lies in the ongoing, relational work of mentorship, facilitation, and calibration. Instructors are responsible for collaboratively creating a consistent and cohesive learning environment across all sections of the course, which means aligning with LA Mentors and other instructors weekly to coordinate class pacing, scaffold discussions, and anticipate facilitation challenges. In addition to teaching the pedagogy course, instructors play a vital role in supporting the broader development and continuity of the LA program through targeted training and community-building initiatives. Finally, pedagogy instructors are also involved in ongoing development efforts for second- and third-semester LAs who no longer take the pedagogy course but still meet regularly in structured, scaffolded gatherings every other week. These meetings are essential for maintaining a sense of momentum and growth across multiple semesters, and pedagogy instructors are often asked to help plan and facilitate them, ensuring continuity of vision and practice across the program.

Specifically, the LA Pedagogy Instructor will:

• Teach eight sections per academic year for new Learning Assistants, Returning LAs, and/or LA Mentors, as needed, to support instruction in and overall goals of the programs, delivering a collaboratively-designed, inclusive, engaging, and equity-oriented coursework aligned with program and university goals.
• Mentor undergraduate LAs and LA Mentors, leading with curiosity to learn more about student and LA experiences so that the LA Program can help faculty and departments continue to integrate student-centered teaching and learning best practices.
• Participate in ongoing program evaluation and improvement efforts, for example, by observing LA-supported courses, meeting with faculty, or learning from undergraduate LAs.
• Contribute to service and research activities within the LA Program and the broader School of Education community.

Merit formula in teaching, research and service: 80-0-20

• Contract dates: August 14, 2025 to May 2, 2026.
• This is a nine-month, 100% FTE, non-renewable position as a Teaching Assistant Professor. Salary and benefits are competitive and commensurate with qualifications and experience.

$65,000 - $70,000

• PhD in a relevant academic discipline within the fields of Education, STEM, Humanities, or Social Sciences.
• Prior experience teaching and mentoring undergraduate college students.
• At least two years experience working on collaborative teams in higher education.

• Comfortability working in an interdisciplinary context, connecting among and between departments and academic topics.
• Enthusiasm for working collaboratively with LA Program staff, disciplinary faculty, and undergraduate leaders in an academic context.
• An appreciation for traditional higher education structures and frameworks, with an appetite for thinking collaboratively, creatively, and experimentally.

• Prior professional experience working with course and/or department-level education transformation efforts.
• Prior experience working with undergraduate LAs or the LA Model.