This competition is open to all applicants however; internal candidates and applicants who were former employees of the University of Alberta will be given priority consideration before external candidates. Please log in to verify your internal candidate status.
Location - This role is hybrid with a mix of remote and in-person. Work primarily takes place at North Campus, Edmonton.
The Centre for Teaching and Learning (CTL) advances the University of Alberta’s teaching and learning mission by inspiring instructors, connecting communities, and partnering for impact. As the university’s centre for expertise in teaching and learning, CTL works with instructors, academic leaders, and programs to strengthen teaching practice and student learning through research-informed, inclusive, and student-centred approaches.
Guided by institutional priorities, CTL builds capacity for meaningful and sustainable improvements in teaching and learning across diverse academic contexts. Its work is grounded in reflection, partnership, and a commitment to inclusive, anti-colonial, and relational approaches, including the integration of Indigenous ways of knowing, being, and doing.
The Provost and Vice-President - Academic is the University of Alberta’s chief academic officer and a key leader in advancing the university’s educational mission. As a member of the executive team, the Provost works closely with the President and fellow vice-presidents to ensure all institutional portfolios and priorities are aligned with the university’s vision and strategic goals.
The Provost is responsible for academic resource allocation and provides oversight of the infrastructure, services, and administrative units that support teaching, learning, and research excellence. This includes leadership of the university’s colleges and faculties, as well as several key portfolios: the Office of the Registrar, Vice-Provost (Access, Community + Belonging), Vice-Provost (Indigenous Programming and Research), Vice-Provost (Graduate and Postdoctoral Studies), Vice-Provost (Learning Initiatives), and the Centre for Teaching and Learning. The Provost also works in close partnership with the Deans' Council and supports institutional planning and academic policy development.
Through strategic direction and collaborative engagement, the Provost ensures that the University of Alberta maintains a dynamic, inclusive, and academically rigorous environment, positioning it as a leader in post-secondary education in Canada and globally.
Reporting to the Associate Director, the Consultant, Assessment provides institutional leadership in assessment-focused educational development. The Consultant works with instructors, academic units, and institutional partners to strengthen assessment practice through consultation, programming, resource development, and collaboration.
The role brings specialized expertise in postsecondary pedagogy and assessment to support aligned, inclusive, meaningful, and sustainable assessment practices that promote student learning, academic integrity, and student and instructor well-being. It also helps the university respond to evolving assessment contexts, including the implications of generative AI and emerging educational technologies.
Key responsibilities include:
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Lead and contribute assessment expertise to university-wide teaching and learning initiatives, faculty partnerships, and cross-disciplinary projects aligned with institutional priorities.
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Provide specialized consultation to instructors, academic units, and institutional partners on assessment design, feedback, grading, academic integrity, and evaluation of student learning.
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Support the design of aligned, inclusive, authentic, and sustainable assessment practices that strengthen student learning while considering student and instructor well-being.
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Help instructors and academic units respond to evolving assessment contexts, including the pedagogical implications of generative AI and emerging educational technologies.
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Design, lead, and continuously improve assessment-focused workshops, learning communities, cohort programs, and other educational development initiatives.
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Develop practical resources, guides, exemplars, and programming that strengthen assessment literacy and support informed pedagogical decision-making.
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Integrate equity-informed, Indigenous, relational, and student-centred approaches into assessment programming, consultation, and resource development.
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Build collaborative relationships across faculties and institutional units and foster cross-disciplinary dialogue about assessment practice.
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Identify emerging research, trends, and challenges in assessment and higher education and translate them into responsive programming and supports.
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Evaluate assessment initiatives and programming using evidence and participant feedback to inform continuous improvement and future planning.
Education and Experience:
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Master’s degree in Education with a focus on assessment, higher education, curriculum and instruction, educational measurement, or a related field required; PhD preferred.
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Demonstrated expertise in postsecondary assessment design and practice, including inclusive assessment, assessment validity, grading and feedback, and student learning evaluation.
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Experience supporting assessment practices in evolving teaching and learning environments, including helping instructors respond to the pedagogical implications of generative AI and other emerging educational technologies.
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Experience in teaching and learning support, educational development, or a related role in a postsecondary environment.
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Minimum of three years’ experience teaching in postsecondary education as the principal instructor of record.
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Demonstrated experience designing, facilitating, and evaluating educational development programming, workshops, cohort-based initiatives, or collaborative learning experiences.
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Demonstrated experience supporting reflective teaching practice, evidence-informed teaching, peer learning, student partnerships, or other initiatives that strengthen instructional practice and student learning.
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Demonstrated experience building collaborative relationships and working across academic units and institutional contexts in complex postsecondary environments.
Education and Experience:
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Advanced knowledge of postsecondary teaching and learning, assessment design and practice, and the complexities of teaching in research-intensive universities.
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Demonstrated expertise in assessment design and practice, including inclusive assessment, assessment validity, grading and feedback, rubric development, and student learning evaluation.
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Advanced knowledge of pedagogical principles related to assessment, including constructive alignment, formative and summative assessment, assessment literacy, feedback for learning, and sustainable assessment practices.
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Understanding of the pedagogical implications of generative AI and emerging educational technologies for assessment design, student learning, academic integrity, and assessment validity.
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Knowledge of institutional teaching cultures, academic environments, and current issues and trends in higher education.
Skills and Abilities:
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Communication and Translation: Strong written and verbal communication, consultation, and facilitation skills tailored to diverse audiences.
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Ability to translate assessment theory, pedagogical evidence, and institutional priorities into practical strategies and resources.
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Relationship Building: Demonstrated ability to work collaboratively and build high-trust relationships with instructors, students, academic leaders, and colleagues across roles and disciplines.
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Execution and Autonomy: Demonstrated ability to design, facilitate, and evaluate assessment-focused programming, workshops, consultations, and collaborative learning experiences while contributing effectively to team-based projects and institutional initiatives.
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Professional Judgment: Strong organizational skills, attention to detail, and ability to manage multiple responsibilities. Ability to navigate complex conversations related to assessment design, inclusive and valid assessment, student learning, academic integrity, and evolving teaching contexts with professionalism, tact, and sound judgment.
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Ability to exercise professional judgment and initiative while operating independently within broad CTL goals and priorities.
Attitudes and Attributes:
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Approaches challenges with a solutions-oriented and reflective mindset.
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Confident, professional, and relational in working with instructors, academic leaders, students, and institutional partners.
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Service-oriented, committed to supporting instructor growth and strengthening meaningful assessment practices across the university.
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Reflective and open to feedback, contributing to a culture of continuous learning and improvement.
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Adaptable and responsive to evolving institutional priorities, teaching contexts, and assessment challenges.
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Committed to inclusive, equity-informed, and values-based approaches to teaching and learning.
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Supports a workplace committed to physical, cultural, and psychological safety and contributes to a culture of belonging and respect.
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Follows all safety legislation, policies, and procedures; completes required safety training; identifies hazards and acts on safety concerns.
Application Instructions
Click "Apply Now" to submit your resume and cover letter.
This position has a comprehensive benefits package and an annual salary range of $70,161 to $116,930.
The terms and conditions of this appointment are governed by Schedule F of the collective agreement between the Board of Governors of the University of Alberta and the Association of Academic Staff of the University of Alberta.
The University of Alberta, its buildings, labs and research stations are primarily located on the territory of Néhiyaw (Cree), Niitsitapi (Blackfoot), Métis, Nakoda (Stoney), Dene, Haudenosaunee (Iroquois) and Anishinaabe (Ojibway/Saulteaux), lands that are now known as part of Treaties 6, 7 and 8 and homeland of the Métis. The University of Alberta respects the sovereignty, lands, histories, languages, knowledge systems and cultures of all First Nations, Métis, and Inuit.
The University of Alberta is a community of knowledge seekers, change makers and world shapers who lead with purpose each and every day. We are home to over 14,000 faculty and staff, more than 40,000 students and a growing community of 300,000 alumni worldwide.
Your work will have a meaningful influence on a fascinating cross-section of people - from our students and community members, to our renowned researchers and innovators, making discoveries and generating solutions that make the world healthier, safer, stronger and more just. Learn more.
At the University of Alberta, we are committed to creating an inclusive and accessible hiring process for all candidates. If you require accommodations to participate in the interview process, please let us know at the time of booking your interview and we will make every effort to accommodate your needs.
We thank all applicants for their interest; however, only those individuals selected for an interview will be contacted.
All University employees have a responsibility to foster a workplace that prioritizes safety in all its forms—physical, cultural, and psychological. This is achieved by promoting a safe environment, adhering to all safety laws, policies and procedures, completing all required safety training, identifying hazards and implementing controls, reporting incidents, and contributing to a culture of belonging and respect, while endeavoring to ensure that all colleagues feel valued and safe to express their thoughts, perspectives and concerns.
The University of Alberta is committed to creating a university community where everyone feels valued, barriers to success are removed, and thriving connections are fostered. We welcome applications from all qualified persons. We encourage women, First Nations, Métis and Inuit persons, members of visible minority groups, persons with disabilities, persons of any sexual orientation or gender identity and expression, and all those who may contribute to the further diversification of ideas and the University to apply.
L’Université de l’Alberta s’engage à créer une communauté universitaire où chaque personne se sent valorisée, où les obstacles à la réussite sont éliminés et où des connexions enrichissantes peuvent se développer. Nous accueillons les demandes de toutes les personnes qualifiées. Nous encourageons les femmes; Premières nations, Métis et Inuits; membres des groupes minoritaires visibles; personnes handicapées; personnes de toute orientation sexuelle ou identité et expression de genre; et toutes les personnes qui peuvent contribuer à la diversification des idées et à l'université à postuler.
