Under the general direction of the Director, the Preceptor supports instruction of an integrated introductory biology and chemistry course sequence or introductory physical science course. They facilitate and enhance the meaningful learning of predominantly first-year students enrolled in an integrated course sequence by acting as a liaison between students, faculty, and staff. This requires strong, interdisciplinary content knowledge (chemistry, biology, and/or physics), commitment to the use of evidence-based teaching methods and pursuit of scholarly activities associated with teaching and learning. The Preceptor contributes to the development of curricular materials and mentoring of students, including graduate and undergraduate members of the teaching team. They work collaboratively with faculty from the Departments of Biological Sciences, Chemistry and Biochemistry, Physics and Astronomy, and other closely aﬃliated units to create a dynamic and responsive learning environment that enhances student inquiry, engagement and impactful learning, while nurturing inclusive academic growth of a diverse student body. Within the prescribed guidelines of the Interdisciplinary Science Learning Laboratories’ (ISLL) learning environment, the Preceptor will work with the Director, faculty, graduate student teaching assistants, undergraduate student peer tutors, laboratory technicians, and instructional technology support staff to provide an open-ended inquiry environment for collaborative student learning.
In collaboration with faculty, facilitates instructional delivery in the ISLL classrooms and associated laboratories.
Lead active learning modules in the classroom or laboratory to help students acquire a meaningful understanding of experimental work by linking lab material to concepts explored in biology, chemistry, and/or physics lectures.
Design, test, and iteratively implement engaging activities for laboratory and lecture components in close collaboration with senior lab technicians, technology specialists, and faculty.
Monitor student progress to target and implement meaningful interventions, hold regular oﬃce hours and serve as a mentor to students and graduate teaching assistants.
Regularly convene with all members of the teaching team to serve as the primary liaison between all course components. Promote alignment between course components. Facilitate communication between faculty, teaching assistants, administrative, technological and laboratory staﬀ. Lead or co-lead laboratory training sessions and run-throughs.
Attend and contribute to the ISLL's staff meetings, workshops, and professional development opportunities with partners on campus.
Work with the director and a faculty mentor to develop and instruct new courses, lead educational outreach projects, collaborate on educational research projects aligned with the ISLL program goals and advance the mission of ISLL or science education
Participate in research projects directed by University of Delaware faculty and graduate students on student learning. Write comprehensive annual reports on their professional activities, publications, conferences, workshops, etc.
Work daily with colleagues and staff members to address the learning needs of students, helping them develop scientific skills of investigation, quantitative analysis, evidence-based reasoning, communication, and peer review as well as growth in scientific knowledge, creativity, and reflective self-criticism.
Study and maintain knowledge of current research literature in science, mathematics, and engineering education and has specific knowledge in biology, chemistry, engineering, mathematics, physics, or educational technology.
Mentors, advises, and supervises graduate student teaching assistants and undergraduate student peer tutors.
Conduct formative evaluation of student learning throughout courses and participate in iterative improvement of courses based upon what is learned from these evaluations.
Maintain student records, contribute to recommendations for individual students, and participate in decision making for undergraduate research opportunities.
Master’s degree and two years’ teaching at the college or university level in Science, Technology, Engineering, or Mathematics (STEM) discipline or in a Discipline Based Educational Research program in STEM. Ph.D., Ed.D. or M.S. in Biological or Chemical Sciences, Physics, or related discipline preferred.
Ability to work collaboratively and effectively with an interdisciplinary team.
Adept at learning to implement and coach the use of new education or science technologies.
Awareness of student-centered active learning pedagogies that engage students in open-ended inquiry in a collaborative learning environment is preferred.
Familiarity with research literature on STEM education, PBL, and progressive 21st century learning expectations.
Fluent written and oral communication skills.
Ability to explain diﬃcult concepts in terms that students with diﬀerent learning styles and heterogeneous talents understand.
Use formative assessment of student's progress, strengths, and weaknesses to develop strategies to facilitate learning and motivate development of eﬀective learner's mind set.
Ability to provide a supportive and caring environment for students.
Knowledge of Problem-Based Learning or another very similar approach to engaging students in open-ended inquiry in a collaborative learning environment.
Ability to analyze data about students’ progress, strengths, and weaknesses and use that information to develop strategies to help students learn.
Demonstrates an understanding and consideration of the differing needs and concerns of individuals with varying identities, cultures and backgrounds.
Committed to fostering a workplace culture of belonging, where diversity is celebrated and equity is a core value.
Special Requirements Requires compliance with Delaware regulations including applicable laws and regulations. Successful completion of criminal background check, child protection and adult abuse registry checks, health examination and TB test.
Notice of Non-Discrimination, Equal Opportunity and Affirmative Action The University of Delaware does not discriminate against any person on the basis of race, color, national origin, sex, gender identity or expression, sexual orientation, genetic information, marital status, disability, religion, age, veteran status or any other characteristic protected by applicable law in its employment, educational programs and activities, admissions policies, and scholarship and loan programs as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. The University of Delaware also prohibits unlawful harassment including sexual harassment and sexual violence.
Applications close: Open until filled
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