Assistant Director - Center for Inclusive Teaching & Learning
Job Details
Located in Lewiston, Maine, Bates is internationally recognized as a leading liberal arts college. We are proud to offer a highly personalized education that centers on deep and sustained interactions among students, faculty, and community.
Title: Assistant Director - Center for Inclusive Teaching & Learning
Position Purpose: The Assistant Director will lead efforts to coordinate and develop advising curricula, training, and assessment for faculty and staff educators. The Assistant Director will act as a core member of the CITL team designing, facilitating, and evaluating a wide range of professional development programming that supports inclusive pedagogy and student success across the institution.
Job Duties:
General Educator Development & CITL Programming:
- Contribute to the design, facilitation, and evaluation of a comprehensive suite of professional development programming, including workshops, faculty learning communities, book clubs, panel discussions, and invited speaker events.
- Contribute to the planning and execution of core CITL events such as the Course Design Institute and New Faculty Orientation.
- Provide confidential consultations with individual educators and groups regarding teaching, advising, and learning practices. Offer evidence-based guidance on course materials, design, and learning outcomes.
- Develop, evaluate, and update web-based resources supporting inclusive excellence in teaching, advising, and learning.
Advising Strategy and Innovation:
- Coordinate advising training and assessment for faculty and staff, supporting the development of pre-major advising curricula.
- Partner with campus stakeholders to advance a shared vision for a four-year integrated advising approach that connects academic planning with co-curricular experiences.
- Stay current with national trends in both pedagogy and academic advising, including holistic and equity-minded approaches, synthesizing these insights into actionable institutional strategy.
Assessment and Continuous Improvement:
- Contribute to the development and implementation of approaches to assess the effectiveness of both advising practices and general CITL programming.
- Use data and feedback to inform improvements in educator support and contribute to institutional efforts related to student success, retention, and engagement in collaboration with Institutional Research.
Collaboration and Communication:
- Serve as a bridge between CITL and key partners, particularly Student Affairs, to integrate academic advising with career development, well-being, and student support services.
- Contribute to CITL’s internal and external communications to promote resources and visibility.
- Support the overall success of the unit by performing other essential duties as identified by the Director of CITL.
Minimum Qualifications:
Education Master’s degree in higher education, student affairs, or any related field.
Experience
- Experience designing and facilitating workshops or professional development for adult learners.
- Demonstrated experience in an instructional role for adult learners.
- 3-5 years experience working with faculty or within a teaching and learning center preferred.
- Experience in a liberal arts or faculty-advising model institution preferred.
Skills and Knowledge
- Commitment to equity and inclusion, and serving the needs of a culturally and educationally diverse community.
- Demonstrated knowledge of best practices in academic advising (holistic and integrative models) and evidence-based pedagogy.
- Excellent communication, facilitation, and consulting skills.
- Demonstrated ability to collaborate across roles and divisions.
- High self-motivation, action-oriented initiative, and a strategic mindset.
- Comfort navigating ambiguity to build and implement new programs.
- Strong interpersonal and relationship-building skills.
- Team mentality and a willingness to share responsibilities and pitch in wherever needed.
- Ability to translate educational theory and national research into practice.
- A reflective mindset that welcomes feedback, values professional development, and interest in contributing to the broader national conversation on teaching and learning through professional organizations.
- Familiarity with assessment of advising or student success initiatives preferred.
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