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Part-Time Instructor: Leadership and Management in Technical Organization (Online)

Recruitment Period

Open date: August 19th, 2020

Last review date: Thursday, Sep 3, 2020 at 11:59pm (Pacific Time)
Applications received after this date will be reviewed by the search committee if the position has not yet been filled.

Final date: Thursday, Aug 19, 2021 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

Description

The Division of Continuing Education (DCE) is a self-supporting unit within the University of California. Funding is generated through fees collected from a diverse, complex, and ever-changing student population. Part-time instructor positions are on a course by course contracted basis. This is NOT a faculty position.

Online teaching positions are now available in our new Technology and Team Driven Innovation Program. We are seeking qualified applicants possessing current knowledge and/or teaching experience in the following areas:
• Leading, Managing and Motivating Technical Staff
• Effective Management Styles in Technical Organizations
• Developing Objectives and Key Results (OKR’s)
• Organizational Network Analysis (ONA)
• Defining an Innovative Organizational Framework – People, Process, Policy & Climate
• Effective Communication Styles in Technical Organizations
• Building Independent Thinking While Maintaining a Collaborative Team Environment
• Qualified Risk-Taking (fail fast, learn faster)
• How to Encourage Positive Disagreement and Mitigate Conflict When it is Less than Constructive
• The Importance of Emotional Intelligence; Applying Associated Traits
• Identifying the Right People to Create an Innovation Talent Pipeline
• Identifying Needs and Motivation of Technical Staff (one size fits one, not all)
• The Role Diversity Plays in Creativity
• Flash Mentoring (quickly convert tribal knowledge and speed-up innovation)
• Influencing a Culture of Innovative Thinking Accross All Organizational Levels (executive/upper management, HR, finance, IT, general culture etc.)
Courses are offered online in an instructor-led-asynchronous format for 10 weeks.

Specific Instructor Duties
• Develop and/or update course syllabi in consultation with the UCI Division of Continuing Education, Engineering and Life Sciences Director using approved syllabus template
• Prepare and deliver online course materials and learning assessments in the assigned format (online)
• Utilize the Canvas Learning Management System as the course support platform
• Communicate teaching objectives and specific learning outcomes to students, and clearly outline the grading policies for the course
• Evaluate student achievement of specific learning outcomes, and assign grades
• Post final student grades to the transcript system within their instructor accounts in a timely manner no later than 2 weeks after the last date of course meeting
• Respond to student questions and learning needs in a timely manner
• Handle student inquiries about final grades and consult with Director as needed
• Stay current regarding the professional body of knowledge in the field of practice
• Participate in required orientations and complete mandatory training programs by deadlines established by UC Irvine
• Complete required administrative tasks in a timely manner including: Initial training of Canvas learning system; providing bio for website; completing all hiring paperwork; submitting updated quarterly syllabus; and signing quarterly contract.
• Develop and maintain curriculum, syllabus, modules, learning practice questions, exams and grading.
• Employ culturally competent teaching methodologies in the classroom inclusive of both domestic and international student populations
• Allow students to review their final exams/papers for up to 13 months following the last class session
• Use subject-matter expertise and leverage additional resources appropriately to enhance the curriculum (i.e.: make arrangements for guest speakers, etc.)
• Design interactive and motivational online classroom activities to fully engage participants and to reinforce student learning (i.e.: design boards for labs, etc.)
• Update materials periodically, and regularly monitor course evaluations in order to make adjustments and improvements to the curriculum

Our curriculum is constantly updated and tailored to bring students the background, expertise, and business practices to remain competitive and advance their careers. Taught by qualified practitioners, our courses feature practical applications, underlying rationale, and current issues, all of which can be immediately utilized in and applied to our students’ work environments.

Part-time, temporary assignments are on an as-needed basis. This is an ONGOING recruitment. We accept part-time instructor applications all year long; when the division has a need to fill, we refer to the “pool” of applications on file. We are looking specifically for instructors who are qualified to teach the following course(s) as early as Winter quarter (beginning January, 2021).

Program Description:

Qualified instructors/experts are needed for a new program development. Topics of expertise include but are not limited to:

Innovation and the Technical Professional
EECS X410.12 (2 units)
Nearly all innovation within an organization originates from the thinking and behavior of individual employees. This course provides the student with the ability to identify and foster key individual traits that lead to innovative performance. Essential techniques, and processes, that support creative thought are discussed in the context of the innovation lifecycle (idea landscape, idea generation, idea assessment and idea realization). This course also explores related topics such as: Why IQ is Not Enough, Cultivating a Creative Mindset, Managing Positive Stress to Induce Creativity, as well as Understanding the Benefits of Leveraging Diversity to Enrich Innovation. Specific techniques to effective brainstorming and mind-mapping are also reviewed such as Rohr Bach’s Brain Writing, TRIZ/ARIZ, Reverse Thinking and SCAMPER. Students also discover ways that people communicate differently, strategies to mitigate counter-productive conflict when it occurs, understanding how individual contribution fits within the overarching goals of an organization, and how to influence stakeholders even in the absence of title or authority.

As a continuing thread throughout the certificate program, students continue to work in learning teams to build out their plan for the creation of a new (or to modify an existing) product utilizing a new technology within one of their organizations. Without compromising an organization’s intellectual property, these plans are formulated under the corresponding section of a tailored Project Charter linked specifically to this course. Corresponding sections are presented to instructors, mentors and/or advisors for feedback during the course.

Leading Technical Teams
EECS X410.14 (2 units)
The motivations and goals of technical professionals often differ from their non-technical counterparts. Leaders, managers, and technical team members can struggle to understand these differences, and further, see the value that dissimilarities bring to an innovative organization. However, when diversity is framed in the context of bringing valued perspectives, a business case for heightened operational efficiency and effectiveness is made. This course explores a wide range of effective strategies to understand the needs and motivations of technical employees and ways that support (and boost) heightened productivity. Students learn how to build a climate of respect with which to build strong teams especially in the context of schedule/cost pressures and technical uncertainties. Additionally, students explore performance drivers that consider both high Intellectual Quotient (IQ) and high EQ (Emotional Quotient). Coined as the “Einstein Factor,” students explore ways to effectively engage with those who display “independent spirits” believing themselves to be superior in their thinking. Hiring for the talent pipeline in an innovative organization is also explored.
Students continue to work in learning teams to build out their plan for the creation of a new (or to modify an existing) product utilizing a new technology within one of their organizations.

The Innovative Technical Organization
EECS X410.10 (2.5 units)
Successful technical organizations make innovation a part of their core corporate principles allowing them to quickly adapt to market threats and opportunities. In this course, students become acquainted with the tools, techniques and processes that define the structure and culture of highly innovative organizations. Examples can include such models as Organizational Network Analysis (ONA), Objectives and Key Results (OKRs), and Risk Tolerance and Assessment. Students also review the approaches needed to create a collaborative workplace that guides, empowers, and incentivizes employees at all levels to develop new ideas quickly. They learn how to ensure that innovative thinking is supported at all levels of the organization (financial, staff resourcing, IT, general culture). Additionally, they become familiar with building coalitions across the organization, promoting a culture of qualified risk-taking (fail fast, learn faster), and the principles that comprise an innovative organization such as People, Process, Policy, Climate. Product innovation in alignment with overarching organizational objectives is emphasized as is change and crisis management when course correction is mandated. Students also learn how business units, or the organization at large, can use flash mentoring to quickly convey tribal knowledge and speed- up the innovation process
Students apply the final aspects of their learning via team collaboration into their project plans for the creation of a new (or modified) product utilizing a new technology within one of their organizations. The capstone project is turned-in as a YouTube video via a TED-Talk styled short presentation format. Feedback is shared from fellow students, organizational representatives and/or members of this program’s advisory committee.

Our curriculum is constantly updated and tailored to bring students the background, expertise, and business practices to remain competitive and advance their careers. Taught by qualified practitioners, our courses feature practical applications, underlying rationale, and current issues, all of which can be immediately utilized in and applied to our students’ work environments.

Part-time, temporary assignments are on an as-needed basis. This is an ONGOING recruitment. We accept part-time instructor applications all year long; when the division has a need to fill, they refer to the “pool” of applications on file. We are looking specifically for instructors who are qualified to teach the following course as early as Winter 2021 (beginning January 4th 2021).

To apply for this position, please click this link:
https://recruit.ap.uci.edu/JPF06361
Individuals hired to teach these courses must understand that all such agreements with the University are made on a course-by-course basis and that the Instructor will be made no guarantee of continual involvement with the University in any capacity.

The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

Qualifications

Basic
• Advanced Degree in related field from an accredited institution.

Additional
• Current knowledge of and demonstrated proficiency in subject area
• Must be committed to the highest level of academic standards and integrity
• Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information
• Highly effective interpersonal skills
• Proficiency in (or willingness to learn) the use of instructional technology and online teaching tools
• Current participation in professional associations
• Comfort in dealing with international professionals and students

Preferred
• Experience designing/revising curriculum and measuring student performance
• College-level teaching experience (or the corporate equivalent)
• Prior online teaching

Job location

Online

Requirements

Document requirements
  • Curriculum Vitae - Your most recently updated C.V.

  • Cover Letter (Optional)

Reference requirements
  • 4 required (contact information only)