About the Learning Strategies Center:

The Learning Strategies Center (LSC) is the central academic support unit for all undergraduates at Cornell University. Through program offerings that encourage students to develop effective approaches to mastering the academic rigors of Cornell, the LSC strives actively to engage students in the learning process and support their efforts to continually grow as learners. We are committed to addressing the emerging needs of Cornell’s diverse student body – in order that all students meet and exceed Cornell University’s high academic expectations.  Last year, about 20,000 student-visits were made to LSC office hours, tutorials, consultations, and workshops.

Position Description:

The LSC Lecturer in Mathematics is a dedicated teacher who impacts thousands of students’ journeys through their university experience, from the summer before they matriculate through their gateway math courses. Students find the LSC math support resources incredibly useful. Some of their feedback on the supplemental support courses is below.

“It was great to have someone who clearly has had experience teaching [working with us in the supplemental support course]. I had no background in calculus before this semester and I really needed the extra help.”

“The manner in which the [supplemental support] course was taught was extremely helpful. The presentation of examples of multiple levels of difficulty and the opportunity to work through the step-by-step solutions made the course very effective.”

“[The instructor] was really, truly an excellent instructor; they had a sixth sense for what students didn’t understand and made everyone feel comfortable, providing super clear explanations.”

Cornell University’s Learning Strategies Center (lsc.cornell.edu) seeks an experienced instructor to teach active learning based courses designed to strengthen the skills and knowledge needed to succeed in Cornell’s rigorous introductory mathematics courses. In addition to teaching during the fall and spring semesters, this person is responsible for preparation and teaching in the University’s summer bridge program.

The person hired for this position will facilitate learning activities that support students, develop the materials needed to support student learning, hold extensive office hours, and supervise undergraduate tutors. They will contribute to the assessment of the courses they teach and of the peer-led learning support programs. As teaching and learning shift both nationally and in mathematics at Cornell, it is an ongoing expectation that they will develop alternative approaches to provide support for emerging student needs.

This is a three-year, renewable, 12-month academic appointment beginning in Summer or Fall 2023.

Candidates should carefully review Cornell’s Core Values (https://www.cornell.edu/about/values.cfm), which serve as a campus-wide foundation for a more equitable and inclusive atmosphere.

Responsibilities

As a member of the Learning Strategies Center, the person hired in this position is expected to participate in LSC meetings, meet regularly with LSC leadership, and contribute to unit-wide goals. Contributions to the LSC are a critical component of the position as we work together to develop and document best practices for supporting our students across disciplines. 

Teaching – The person in this position will:

• Offer mathematics instruction in the LSC, both fall and spring semesters, either through stand-alone courses or through supplemental support course instruction. Though there may be variability in the courses offered and/or supported, each semester the instructor will typically teach two courses that support students’ learning in introductory math courses such as calculus I, calculus II, and possibly linear algebra. Supplemental support courses are 1-credit and have two sections offered. The stand-alone pre-calculus course is 2-credits. Emphasis in these courses is on deep learning of mathematics, problem solving, and supporting students as they access and apply prior knowledge to their coursework. As needs emerge, there is a possibility of providing other courses and support, including a course on numeracy.
• Attend parent course lectures and course staff meetings to be knowledgeable about content, concepts, and approaches, as well as the specific learning outcomes and topics for each class. Parent courses are the large introductory courses that the supplemental support courses align with.
• Develop activities and materials for weekly sections that enhance conceptual learning of topics covered in parent courses to help students succeed.
• Include in their work with students transferable skills that incorporate successful strategies for the deep learning of mathematics, such as critical thinking and reading, problem solving, effective note-taking, prelim preparation, stress reduction, time-management, and procrastination reduction.
• Promote the ability of students to learn in groups and independently.
• Recruit and supervise undergraduate tutors to assist in course work and offer tutoring hours.
• Offer at least seven regular office hours per week.
• Provide feedback on students’ academic progress.
• Assess the effectiveness of the supplemental support courses in fostering student learning and success.
•  Submit reports on student use of LSC support and recommendations for future support.

Summer Bridge Program – The person in this position will:

• Plan the mathematics instruction for the summer bridge program, including needs assessment, placement test design and coordination, textbook selection, and recruiting/interviewing undergraduate course assistants for bridge program math courses.
• Participate in course assistant training. Course assistants are students who support the course and work with students enrolled in summer mathematics prep courses.
• Carry out scheduling, mentoring, and day-to-day operations of the course assistants, including study groups and office hours.
• Teach (or co-teach) the equivalent of two Summer Bridge Program courses, which are part of the six-week summer session offerings at Cornell.
• Continue to support Summer Bridge Program students during the academic year.
• Assess the effectiveness of Summer Bridge Program mathematics courses.

The person in this position is expected to attend regular LSC staff meetings and cooperate with other LSC instructors in supporting the educational mission of the LSC. As a member of the LSC, the person is expected to work collaboratively with members of other units of the university, especially the Department of Mathematics, to achieve our goals of improving undergraduate education. They will also collaborate with the LSC leadership and the mathematics faculty to determine if there are alternatives to current LSC support that would allow for more individualized preparation for and support of success in math courses. This may include, evaluating courses that need additional LSC support and developing, implementing, and assessing new approaches as necessary.

It is expected that the person in this role will regularly reach out to faculty in mathematics to increase awareness of LSC support for students in their courses. They will develop strategies, in consultation with mathematics faculty, to communicate LSC support to students.

Qualifications

• A deep knowledge of teaching mathematics. They will hold an advanced degree in mathematics or in a related topic or in teaching mathematics; PhD is preferred.
• A minimum of two years of experience teaching college-level mathematics,
• Knowledge of effective pedagogies and learning strategies, and an understanding of the importance of continued learning and growth in these areas.
• Demonstrated commitment to supporting academic achievement of students from diverse backgrounds.
• Ability to work with minimal supervisor and to have a team-oriented approach to student learning and support.
• Excellent planning, organization, and coordination skills.
• Experience in curricular development and assessment is preferred.
• Experience training, managing, and mentoring undergraduates to provide peer-led learning support is preferred.
• Previous experience teaching statistics is welcomed, but not required.

 Application Requirements

• CV
• General letter of interest
• Teaching statement
• Recent evaluations of teaching by students, peers, or supervisor
• Three letters of reference (one must be from the applicant’s most recent supervisor)
• Statement of Contribution to Diversity, Equity, and Inclusion

All materials should be added on application; evaluations and references should be submitted by letter writers.

Visit the website below for more information on our required statement on contributions to diversity.

https://facultydevelopment.cornell.edu/department-resources/recruitment/contribution-to-diversity/

In addition, applicants may be asked to provide names and contact information of three people able to provide information on the applicant’s teaching and her/his ability to work with students from diverse backgrounds.

Visa sponsorship is not available for this position.

No relocation assistance is provided for this position.

Background check may be required.

As part of the university's comprehensive vaccination program, all Cornell employees are required to have and provide proof of an FDA-or WHO-authorized or approved COVID-19 primary vaccination or have obtained a university-approved disability/medical or religious exemption, regardless of their role and work location.

New hires are required to provide documentation showing primary vaccination status (that is, completion of two shots of the Moderna or Pfizer vaccine or one shot of the Janssen/Johnson & Johnson) before their first day of work. If a new hire's vaccination is not complete or information is not received by their start date, the first day of work will be delayed. It is possible in some cases that an offer of employment may be withdrawn.

Diversity and Inclusion are a part of Cornell University’s heritage. We are a recognized employer and educator valuing AA/EEO, Protected Veterans and Individuals with Disabilities. We also recognize a lawful preference in employment practices for Native Americans living on or near Indian reservations. Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students, and staff impart an uncommon sense of larger purpose, and contribute creative ideas to further the university's mission of teaching, discovery, and engagement.