Position Summary
Michigan State University (MSU) and MSU’s Lyman Briggs College (LBC) actively promote a dynamic working and learning environment in which qualified individuals of differing perspectives and cultural backgrounds pursue academic goals with mutual respect and shared inquiry.
LBC invites applications for a teaching-focused faculty position to join the college’s Chemistry Group starting August of 2024. Candidates must be committed to high-quality and inclusive undergraduate teaching and must have a master’s (minimum) or doctoral (desired) degree in chemistry, chemistry education, or closely related field by the start of employment. The successful candidate will be committed to advancing excellence in the teaching of introductory chemistry courses and will join the college’s ongoing efforts to improve undergraduate STEM education, particularly with respect to advancing diversity, equity, inclusion, and belonging (DEI&B). A scholarly approach to teaching students and mentoring student employees is essential.
This position offers exciting opportunities for individuals interested in teaching in a liberal-arts style residential college embedded within a large “BigTen” research-intensive university. Founded in 1967, Lyman Briggs College (LBC) is an interdisciplinary undergraduate residential college within MSU that aims to transform what it means to be a scientist (https://lbc.msu.edu/about/strategic-plan.html). There are approximately 2,000 LBC students engaging in a curriculum that integrates the natural sciences and mathematics with the human, social, and global dimensions of the sciences. The LBC student body is diverse, with 66% identifying as women and 31% identifying as students of an/multiple underrepresented racial/ethnic group. Additionally, 32% of LBC students are members of the MSU Honors College and 12% are first generation students. Faculty work closely with students in small classes (e.g., largest chemistry lecture is <100 students), and the college is known as a place for interdisciplinary scholarship, teaching and learning, and engagement. The college boasts a dynamic community of students, staff, and faculty who make LBC an exceptional place to learn and work.
The successful candidate will be an Academic Specialist in the Continuing Appointment System. LBC Academic Specialists are long-term, teaching-focused faculty who are outstanding instructors in the classroom, support curriculum improvement, and who support and mentor undergraduates. Academic Specialists also contribute professional service to the college and university, including membership on committees, have full voting rights in the college, are supported in their professional development, and follow a career progression (i.e., reappointment, reappointment with Continuing Status, promotion to Senior Academic Specialist). The successful candidate will start with a three-year probationary appointment that has the potential, after successful reappointment, to become a long-term position in the Academic Specialist Continuing Appointment System (for details see the MSU Academic Specialist Handbook at https://www.hr.msu.edu/policies-procedures/faculty-academic-staff/academic-specialist-handbook/cont_probationary_apps.html). Reappointment and continuing appointment decisions are based on performance reviews that include peer and student teaching evaluations.
The successful candidate will teach the equivalent of five or six courses each academic year within the LBC Chemistry Group. The Chemistry Group offers lecture and lab courses of general chemistry and a lecture course of organic chemistry. Larger courses are taught with the support of undergraduate learning assistants in both the lecture and laboratory setting.
The successful candidate will primarily teach general chemistry lecture and lab courses and co-ordinate lab preparation for introductory chemistry lab courses, as well as have an opportunity to periodically teach an introduction to quantitative reasoning, organic chemistry, or an interdisciplinary, writing-intensive, senior seminar class.
The successful candidate will also have the opportunity to work on other teaching and learning projects as needs and interests arise. For example, they have the opportunity to mentor graduate students on teaching and learning projects or on training grants.
Equal Employment Opportunity Statement
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, citizenship, age, disability or protected veteran status.
Required Degree
Masters
Desired Degree
Doctorate
Minimum Requirements
Desired Qualifications
-
Candidate has a PhD in chemistry, chemistry education, or a related field
-
Experience teaching undergraduate chemistry classes as the instructor of record
-
Experience in the design and development of undergraduate learning experiences, such as lesson plans, mentorship efforts, workshops, or syllabi
-
Experience in lab preparations for introductory chemistry courses, including preparing bulk solutions, handling and disposing of chemicals, setup of glassware or instrumentation, all in compliance with safety regulations
-
Demonstrated commitment to advancing diversity, equity, inclusion, and belonging in teaching, service, and/or community involvement
-
Demonstrated scholarly teaching and interest in applying innovative approaches to undergraduate chemistry education
-
Leadership and mentoring of teaching teams, including undergraduate learning assistants and/or graduate teaching assistants
Required Application Materials
To ensure a holistic assessment of candidates, we request that applications include:
-
a CV, including education background/qualifications, a list of teaching and mentoring roles, publications, leadership positions, contributions to the academic community, and efforts in public outreach.
-
a teaching portfolio that includes:
-
A 2-page teaching statement that describes your core teaching values and examples of how they are or would be manifested in a typical chemistry course;
-
An exemplar aligned course learning objective, along with an assessment associated with that learning objective, and a lesson plan or brief description of a class activity designed to help students meet the learning objective.
-
a 1-2 page DEI&B statement that demonstrates an understanding of the barriers preventing full partici
