The Centre for Environmental Engineering Research and Education (CEERE) in the Schulich School of Engineering at the University of Calgary invites applications for a Teaching Chair in Integrating Indigenous Knowledge in Engineering with the preferred start date of July 1, 2019. CEERE is focused on the development and growth of multidisciplinary education programs in Environmental Engineering and Energy and Environment with a mandate to bring together learners, educators, researchers and industry participants to benefit from a team-based approach for tackling current and future environmental challenges in Alberta, Canada and worldwide.
The successful candidate will be appointed at the rank of Instructor (tenure-track) or Senior Instructor (Appointment with Tenure) jointly in CEERE and one of our five engineering departments (Civil; Geomatics; Chemical and Petroleum; Electrical and Computer; and Mechanical and Manufacturing). Applicants will have earned an undergraduate degree in engineering and have completed or very close to completing a Masters or PhD program in engineering, education, or other relevant disciplines. The successful candidate ideally will have at least 2 years of full-time engineering work experience or work experience in an Indigenous community. The successful candidate will have a strong interest in undergraduate education and in teaching and learning pedagogy.
Applicants at the instructor level must present evidence of successful teaching and developing a scholarship of application, such as in-service teaching, collaborative work completed for the profession, and/or leadership in the profession.
Applicants at the Senior Instructor rank requires evidence of teaching effectiveness; a creative approach to the teaching function; evidence that the individual is capable of initiating and participating in a wide variety of teaching activities; evidence that the individual is thoroughly familiar with the current status of the appropriate discipline or one or more specialized areas thereof; and a satisfactory record of service. Appointment to this rank may also consider evidence of leadership roles, evidence of pedagogical expertise or involvement with curriculum development. Educational and professional qualifications beyond those for Instructor may be required.
Applicants should have a deep connection with Indigenous communities and understanding of indigenous knowledge and protocols. It is expected that the successful candidate will provide course instruction and also establish course and learning activities in the area of integrating Indigenous knowledge in engineering design and sustainable development. Offering learning opportunities that integrate indigenous knowledge into sustainable engineering aligns with the goals of CEERE and the Schulich School of Engineering. The Teaching Chair in Integrating Indigenous Knowledge in Engineering will be appointed for a five year term with possibility for renewal for an additional five years contingent upon favorable performance. The successful candidate will lead the development of engineering curricula and learning opportunities that embed Indigenous knowledge, and ways of knowing including Indigenous epistemologies, pedagogies, and methodologies, and how they can be applied in the design and application of sustainable engineering systems. The Chair will also contribute to leadership in the development of academic programming to increase the access of Indigenous communities to engineering degree programs.
The successful candidate will be an emerging leader with an original, creative, innovative and culturally-grounded background, with demonstrated excellence in systems thinking that can integrate Indigenous knowledge into the engineering curriculum. It is anticipated the successful candidate will have expertise in how Indigenous knowledge and methodologies can be applied in the design and application of sustainable engineering systems, such as new techniques for environmental monitoring, low carbon and renewable energy systems, water and wastewater management processes and/or sustainable buildings.
The appointees must be registered (or be eligible for registration) as a Professional Engineer with the Association of Professional Engineers and Geoscientists of Alberta (APEGA).
The University of Calgary has launched an institution-wide Indigenous Strategy in line with the foundational goals of Eyes High, committing to creating a rich, vibrant, and culturally competent campus that welcomes and supports Indigenous learners, encourages Indigenous community partnerships in research and academic programming, is inclusive of Indigenous perspectives in teaching and learning.
The Schulich School of Engineering vision identifies three priority areas: student success and experience; fostering diversity, and research impact as described in our Strategic Plan. Applicants are encouraged to describe their experience and vision through the lens of Eyes High, the university’s Indigenous Strategy, and the Schulich School of Engineering’s Strategic Plan in the requested application documentation.
Location: 2500 University Drive NW, Calgary, AB T2N 1N4
To explore this exciting opportunity further, please contact Boyden’s Calgary office at 403-410-6700 or forward your CV and related materials in to firstname.lastname@example.org.
The University of Calgary recognizes that a diverse staff/faculty benefits and enriches the work, learning and research experiences of the entire campus and greater community. We are committed to removing barriers that have been historically encountered by some people in our society. We strive to recruit individuals who will further enhance our diversity and will support their academic and professional success while they are here; in particular, we encourage members of the four designated groups (women, Indigenous people, persons with disabilities and members of visible minorities) to apply. All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority. To ensure a fair and equitable assessment, we offer accommodation at any stage during the recruitment process to applicants with disabilities.