University College designs personalized learning experiences to end achievement disparities, for integrated work and learning future, and services to support learners at scale. This is inclusive of two academic units within the college: Success by Design, reimagines how higher education supports students’ academic, personal, and post-graduation success and Explore, home of the Exploratory major to help students align interests, skills, and goals to find their next major at the university. Through the intentional design of learning experiences, support systems, and innovative programs, University College helps students develop the confidence and navigational and social skills needed to thrive in college and life. University College invites applications for faculty positions at the rank of Instructor or Assistant Teaching Professor.

University College seeks creative, collaborative educators who are passionate about student-centered teaching and committed to empowering learners to achieve their goals. In addition to demonstrating excellence in the classroom, faculty contribute to the design, implementation, and evaluation of scalable learning experiences, support systems, and student success initiatives that improve learner outcomes and prepare students for academic, professional, and lifelong success. Successful candidates will help advance learning experiences and learner support systems that serve students at scale and bring expertise in one or more areas:

• Teaching and Learning Scholarship: at the post-secondary level and inclusive of but not limited to curriculum development, evidence-based teaching practices to improve classroom experience, assessment of student learning.

• Student Success: initiatives, practices, or curricula that promote student learning, persistence, and post-graduate readiness.

• Work-Integrated Learning: development of intentionally designed learning experiences that integrate academic learning with professional practice.

• Life Design: application of life design principles in curriculum, research, or practice with students to create a life of purpose and flourishing.

• Program Evaluation and Assessment: utilization of data to inform the development or improvement of programs, student learning, outcomes, and overall unit improvements.

University College serves students across ASU's Tempe, Polytechnic, Downtown Phoenix, and West Valley campuses, as well as through ASU Online. Faculty are typically assigned to a primary teaching location; however, teaching assignments are determined by the needs of the unit and may include instruction on any ASU campus or online. Faculty are on 9-months contracts from August to May.

Essential Functions | Instructor

• Design and deliver engaging, student-centered courses that help learners develop the skills, confidence, and mindsets needed to achieve academic, professional, and personal success, with particular attention to first-year students and those navigating academic challenges.

• Foster inclusive and supportive learning environments that encourage critical thinking, problem solving, self-reflection, exploration, and a sense of belonging among college students.

• Provide proactive support and guidance that promotes student engagement, persistence, and achievement, including contributing to the LEAD program and other student success initiatives.

• Utilize student performance data, assessment results, and other evidence to continuously improve teaching practices and learner outcomes.

• Collaborate with colleagues to advance learner-centered teaching practices and contribute to a culture of continuous improvement and innovation within University College

• Participate in faculty development, college, and university activities consistent with the expectations of the Instructor role.

• Based on individual expertise and unit needs, contribute to initiatives such as teaching and learning scholarship, student success, work-integrated learning, life design, and/or assessment and evaluation.

Instructor appointments are primarily teaching-focused with a load of 15 credits a semester. However, University College recognizes and values the vast expertise of its faculty. As unit priorities evolve, Instructors may have opportunities to contribute to initiatives such as teaching and learning scholarship, student success, work-integrated learning, life design, assessment and evaluation, and/or other strategic projects. Teaching assignments may be adjusted to align faculty expertise with the strategic needs of the unit.

Essential Functions | Assistant Teaching Professor (ATP)

• Design and deliver engaging, student-centered courses that help learners develop the skills, confidence, and mindsets needed to achieve academic, professional, and personal success, with particular attention to first-year students and those navigating academic challenges.

• Foster inclusive and supportive learning environments that encourage critical thinking, problem solving, self-reflection, exploration, and a sense of belonging among college students.

• Provide proactive support and guidance that promotes student engagement, persistence, and achievement, including contributing to the LEAD program and other student success initiatives.

• Utilize student performance data, assessment results, and other evidence to continuously improve teaching practices, learner outcomes, and student success initiatives.

• Leverage individual expertise to provide leadership and service through teaching and learning scholarship, student success, work-integrated learning, life design, assessment and evaluation, and/or other strategic priorities that advance learner outcomes and the mission of University College.

• Participate in faculty development activities and university service consistent with the expectations of the Assistant Teaching Professor role.

• Collaborate across University College and the broader university to develop, implement, and assess innovative programs and learner-centered practices that support student success at scale.

Assistant Teaching Professor appointments combine a primary commitment to student-centered teaching with a designated service component. Faculty teach 12 credit hours per semester with the remaining 20% of the appointment dedicated to service. This time supports contributions to curriculum development, teaching and learning scholarship, student success initiatives, work-integrated learning, life design, assessment and evaluation, faculty development, scholarship, committee work, research, and other strategic priorities that advance the mission of the unit and University College.

Required Qualifications for Instructors:

• A terminal degree (e.g., Ph.D., Ed.D., or other appropriate terminal degree) or all but dissertation.

• Three years evidence of teaching at a post-secondary institution, with preferred teaching experience at the undergraduate level.

Required Qualifications for Assistant Teaching Professors:

• A terminal degree (e.g., Ph.D., Ed.D., or other appropriate terminal degree) or all but dissertation.

• Three years evidence of teaching at a post-secondary institution, with preferred teaching experience at the undergraduate level.

• Demonstrated skills, experiences, or expertise in one or more of the following or related areas: teaching and learning scholarship, student success, work-integrated learning, life design, and/or assessment and evaluation.

Desired Qualifications for Instructors:

• Demonstrated excellence in student-centered teaching and a commitment to creating inclusive, engaging, and supportive learning environments that promote student success.

• Demonstrated skills, experiences, or expertise in one or more of the following or related areas: teaching and learning scholarship, student success, work-integrated learning, life design, and/or assessment and evaluation.

• Experience designing and delivering courses that foster critical thinking, problem solving, self-reflection, and the development of durable skills for academic, professional, and lifelong success.

• Demonstrated ability to use assessment, student performance data, or other evidence to inform teaching practices and improve learner outcomes.

• Expertise in one or more of the following areas: learning design, student success, workforce readiness, analytics-informed improvement, curriculum development, program innovation, assessment, or related fields.

• Experience collaborating across disciplines or functional areas to develop, implement, or evaluate programs, initiatives, or learning experiences that all college students.

• Demonstrated commitment to continuous improvement, innovation, and professional growth in teaching, learning, and student success.

• Experience contributing to research, service, faculty development, curriculum development, or strategic initiatives in higher education is preferred, particularly for candidates seeking appointment at the Assistant Teaching Professor rank.

Desired Qualifications for Assistant Teaching Professors:

• Demonstrated excellence in student-centered teaching and a commitment to creating inclusive, engaging, and supportive learning environments that promote student success.

• Experience designing and delivering courses that foster critical thinking, problem solving, self-reflection, and the development of durable skills for academic, professional, and lifelong success.

• Demonstrated ability to use assessment, student performance data, or other evidence to inform teaching practices and improve learner outcomes.

• Expertise in one or more of the following areas: learning design, student success, workforce readiness, analytics-informed improvement, curriculum development, program innovation, assessment, or related fields.

• Experience collaborating across disciplines or functional areas to develop, implement, or evaluate programs, initiatives, or learning experiences that all college students.

• Demonstrated commitment to continuous improvement, innovation, and professional growth in teaching, learning, and student success.

• Experience contributing to research, service, faculty development, curriculum development, or strategic initiatives in higher education is preferred, particularly for candidates seeking appointment at the Assistant Teaching Professor rank.

Candidates will be asked to create or use an existing Interfolio Dossier to submit the following required documents:

• A letter of application addressing required and desired qualifications

• Current curriculum vitae

• One-page teaching statement detailing your pedagogical approach and how you can contribute to student exploration

• Evidence of effective facilitation/teaching/student support - e.g., student evaluations, peer observation, annual evaluations, etc.

• Unofficial graduate transcripts

• Information for three professional references (their position, title, e-mail, phone number)

The application deadline is July 31, 2026. Transcripts are required prior to the first day of employment. A background check is required prior to employment. For position-related questions, contact Raquel Fong (rfong@asu.edu).