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 become more successful and independent 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 standards. Every year, thousands of students utilize LSC office hours, tutorials, consultations, and workshops.

 Description

Cornell University’s Learning Strategies Center (lsc.cornell.edu) seeks an experienced instructor to teach our current active learning based courses designed to strengthen the skills and knowledge needed to succeed in Cornell’s rigorous introductory general chemistry courses. In addition to teaching during the fall and spring semesters, this person is responsible for the preparation and teaching (or co-teaching) of the chemistry components of the University’s Pre-Collegiate Summer Scholars Program.

The successful candidate will facilitate learning activities that support students, develop the needed materials, hold extensive office hours, and supervise undergraduate tutors. The candidate will also have experience training, managing, and mentoring undergraduate tutors to provide peer-led learning support. The candidate will contribute to the assessment of the courses they teach and of the peer-led learning support programs. As teaching and learning shifts both nationally and in chemistry at Cornell, the candidate will develop alternative approaches to provide support for emerging student needs.

This is a three-year, renewable, 12-month academic appointment beginning in January 2024.

Responsibilities:

As a member of the Learning Strategies Center, the candidate is expected to participate in LSC meetings and initiatives and meet regularly with the Director and/or Senior Associate Director of the LSC. In collaboration with the LSC Director, the instructor will assess the effectiveness of chemistry support in fostering student learning and success, and coordinate and implement changes to the LSC chemistry support program as needed.

Academic Year Teaching:

• Plan, develop materials for, and teach the LSC’s current academic year General Chemistry supplemental courses: CHEM1007, which prepares students for success in CHEM2070 (General chemistry I) and CHEM1008, which prepares students for success in CHEM2080 (General chemistry II). This includes teaching chemistry problem solving sessions that provide students in general chemistry with problem solving strategies and that enhance conceptual learning of course topics and updating/developing asynchronous Canvas modules for CHEM1007 and CHEM1008
• Be familiar with course content and materials for CHEM2070 and CHEM2080 by regularly attending class, reviewing Canvas materials, coordinating with the instructors of CHEM2070 and CHEM2080, and attending regular CHEM2070 and 2080 course meetings and training sessions.
• Support and foster transferable skills that incorporate successful strategies for the deep learning of chemistry, such as critical thinking and reading, effective note-taking, exam preparation, stress and time management, and procrastination reduction. Promote the development of the ability to learn in groups and independently.
• Offer at least seven (7) regular office hours per week.
• As requested, provide feedback on students’ academic progress.
• Collaborate with LSC and other colleagues to enhance students’ numeracy and quantitative problem-solving skills.
• Leverage peer tutors to work with students during supplemental course sessions on group activities, worksheets, and to help answer students’ questions.

• Plan the chemistry instruction for the Pre-Collegiate Summer Scholars Program (PSSP), including placement test design and coordination, textbook selection, and recruiting/interviewing undergraduate course assistants.
• Teach (or co-teach) the chemistry content in the PSSP summer prep course, which is part of the six-week summer session offerings at Cornell.
• Participate in course assistant training. Course assistants are students who support the course and work with students enrolled in PSSP courses.
• Carry out scheduling, mentoring, and day-to-day operations of the course assistants, including study groups and office hours.
• Continue to support PSSP students during the academic year.
• In collaboration with LSC leadership and the Department of Chemistry and Chemical Biology, assess the effectiveness of PSSP chemistry courses.

 Peer tutoring support in chemistry

• Recruit, interview, hire, and operate a “General Chemistry Learning Strategies Center” in the afternoons and evenings, typically Sunday through Thursday, with undergraduate tutors for students enrolled in general chemistry courses.
• Coordinate/schedule tutor assignments for tutoring hours.
• Meet regularly with tutors to discuss effective teaching and facilitation strategies and other topics as needed.
• Collaborate with the LSC to train and support tutors, and coordinate student peer-observations of tutoring.
• Review and revise the current chemistry tutoring program.
• In collaboration with the LSC Director and Senior Associate Director, assess the effectiveness and impact of the peer-led learning support and consider additional support, locations, and modalities.
• Submit reports on student use of peer-led learning support and recommendations for future support.

On-going needs and communication

• Collaborate with the LSC Director and Senior Associate Director, as well as the Department of Chemistry and Chemical Biology, to determine if there are alternatives to the current courses that would allow for more individualized preparation for and support of success in chemistry courses; Implement changes.
• Explore new models of support (e.g., study groups); respond to changes in the way chemistry is taught as the curriculum changes.
• Reach out to faculty in the Department of Chemistry and Chemical Biology to increase awareness of LSC support for students in their courses.
• Develop strategies, in consultation with faculty in Department of Chemistry and Chemical Biology, to communicate LSC support to students.
• Work collaboratively with other members of the university to enhance undergraduate learning across Cornell and the LSC’s supplemental Chemistry program.
• Participate in LSC meetings and initiatives; make recommendations for future support.