Limited Term Appointment in Interdisciplinary Studies in the Fine Arts
Last updated: March 17, 2022, 10:43 a.m.
Job title: Limited Term Appointment in Interdisciplinary Studies in the Fine Arts
Position code: 22_LTA_FFAR_M
Date posted: March 17, 2022
Application deadline: April 15, 2022
Advertised until: Position is filled
Limited-term appointment (LTA) positions at Concordia University are full-time faculty positions of between 9.5- and 12-month duration. (The annual salary is pro-rated in the case of shorter contracts.) The incumbent is responsible for teaching six (in the case of a 9.5- month contract) or seven three-credit courses per year, and for administrative and other service roles within the academic unit. Up to two subsequent 12-month appointments may be possible, subject to satisfactory job performance, academic unit need, and budgetary approval. The Interdisciplinary Studies in Fine Arts (FFAR) area invites applications for one limited-term appointment in Interdisciplinary Studies at the rank of Lecturer or Assistant Professor.
Situated within the Office of the Dean, this LTA position encompasses the coordination and delivery of a core requirement, high-enrolment course: FFAR 250 – Keywords: Reading the Arts across the Disciplines. This foundational 6-credit course draws on cross-departmental partnerships to develop multi-disciplinary perspectives for the benefit of all first-year Fine Arts undergraduate students. Course content covers an array of interdisciplinary topics and basic theoretical concepts relating to art theory and cultural studies. The successful candidate will be expected to teach one fall section and both winter sections of FFAR 250, and to coordinate the course through a shared syllabus developed in collaboration with another instructor and a cohort of graduate student teaching assistants who hold tutorial sections for the course. The position requires the ability to engage in creative pedagogical structures for large classes, including a modular format and lectures in a blended format or flipped classroom model. Other responsibilities include active involvement in the pedagogical training of the cohort of graduate student Teaching Assistants (TAs).
Building on the Faculty’s commitment to decolonizing curriculum and pedagogy, as well as prioritizing diversity and inclusion in the classroom, the FFAR 250 course has been undergoing a pedagogical redesign this past year, in consultation with students, teaching assistants and faculty. As such, the scope of this position extends beyond teaching duties (9 credits) to include administrative work associated with the coordination and stewardship of the FFAR 250 area (3 credits), opportunities for graduate student mentorship and training (3 credits), as well as creating a pedagogical community of practice, and continued work on this collective curriculum renewal (3 credits).
Qualifications and assets
We are seeking candidates with a commitment to innovative teaching and learning, as well as strong organizational skills and relevant administrative experience. Preference will be given to candidates with demonstrated and successful experience in large-enrolment course development and delivery. Applicants must possess a terminal degree in Art History, Film Studies, Design, Cultural Studies or a related field, and a strong knowledge of interdisciplinarity within the arts and arts pedagogies. Although classes are taught in English, fluency in spoken and written French will be considered an asset.
How to apply
Applications should be addressed to: the FFAR Department Hiring Committee, and submitted electronically to firstname.lastname@example.org on or before April 15, 2022. Submissions must include a cover letter clearly identifying the title and position code (22_LTA_FFAR_M); a detailed curriculum vitae; and the names and contact information of three referees. Also requested: a teaching statement and evidence of teaching expertise (if applicable), e.g., teaching evaluations and syllabi of courses taught. Only short-listed candidates will be notified. The appointment is expected to commence on August 1, 2022. All inquiries regarding this position may be directed to Dr. Elaine Cheasley Paterson, Associate Dean, Academic Programs and Pedagogy at email@example.com.
Concordia University is strongly committed to building a diverse, equitable, and inclusive community, and recognizes the importance of inclusion in achieving excellence in teaching and research. As part of this commitment to providing our students with the dynamic, innovative, and inclusive educational environment of a Next-Generation university, we require all applicants to articulate in their cover letter how their background, as well as lived and professional experiences and expertise have prepared them to teach in ways that are relevant for a diverse, multicultural contemporary Canadian society.
Possible examples to demonstrate a diverse experience might include (but are not limited to):
- teaching about underrepresented populations
- mentoring students from underrepresented backgrounds
- committee work
- offering or organizing educational programming
- participation in training and workshops
All applicants will receive an email invitation to complete a short equity survey. Participation in the survey is voluntary and no identifying information about candidates will be shared with hiring committees. Candidates who wish to self-identify as a member of an underrepresented group to the hiring committee may do so in their cover letter or by writing directly to the contact person indicated in this posting.
Applicants who anticipate requiring adaptive measures throughout any stage of the recruitment process may contact, in confidence, Nadia Hardy, Interim Deputy Provost and Vice-Provost, Faculty Development and Inclusion at firstname.lastname@example.org or by phone at 514-848-2424, extension 4323.
With over 4,000 students, faculty, and staff, the Faculty of Fine Arts is among the five largest art and design schools in North America. Nestled in the heart of a pulsing city, embraced by a dynamic research university, the Faculty of Fine Arts benefits from access to brilliant practitioners, thriving venues, cross-cultural perspectives, and an extensive network of outstanding facilities for research and production.
Taking advantage of our place within the rich fabric of a research university and our long history as one of the premiere sites in Canada for the study and creation of the arts and arts-based scholarship, the Faculty of Fine Arts is currently engaged in a transformative moment in which pedagogical, conceptual, theoretical, and material practices find resonance with a significant diversity of approaches. In our university community, we value equally those practices that embrace aesthetic activism, live performance, historical scholarship, technical experimentation, therapeutic practices, skills-based production and education, community fieldwork, as well as traditional and digital fabrication. In addition to curricular experimentation and innovation, the formation of significant research centres and external partnerships in the Faculty of Fine Arts continue to enrich opportunities for faculty and students alike. The Faculty is also home to a number of research projects and groups committed to BIPOC (Black, Indigenous, and People of Colour) concerns and led by BIPOC faculty members. For more information about the Faculty of Fine Arts, please visit us at www.concordia.ca/finearts.
At the heart of this vibrant array is the Interdisciplinary Studies in Fine Arts (FFAR) area. Offering opportunities and pathways for students to work across disciplinary contexts and extend their practice, the FFAR 250 teaching team (consisting of two faculty members and twenty graduate student tutorial leaders) focuses on delivering key concepts that are relevant across methods, practices and contemporary theories in the arts. Lecture and tutorial content, assignments and discussions focus on introducing and practising critical discussions of multi- and inter-disciplinary cultural and artistic work in North America and beyond. During the year, students deepen their skill sets in writing about culture, discussing ideas and perspectives, building a linguistic and visual vocabulary of current practices, forming critical stances, and being a member of a varied learning community.
Profoundly global, Concordia is North America’s top university under the age of 50 and is recognized for attracting some of the most talented faculty and students from around the world. Driven by ambition, innovation and a commitment to research and community engagement, Concordia is celebrated for advancing transformative learning, convergent thinking and public impact.
Concordia’s two campuses are located in Tiohtià:ke/Montreal, on the traditional lands and waters of the Kanien’kehá:ka Nation. Building on the skills of our faculty and the strengths of local and global partnerships, we set our sights further and more broadly than others and align the quality of learning opportunities to larger trends and substantial challenges facing society.
Researchers at Concordia are leading investigations into some of the world’s most critical issues, such as health, Indigenous futures, sustainability and cities — more important today than ever. Our priority is to mobilize cross-sections of experts to translate novel scholarship into real-world applications.
With 118 research chairs, 24 research centres and institutes, and research income of more than $56 million annually, Concordia is fast advancing on its strategic direction to Double Our Research. Our nine far-looking directions demonstrate the university’s commitment to being agile and innovative and ensuring student success. Our 6,600 faculty and staff and 50,800 students benefit from state-of-the-art research and teaching facilities, technology and pedagogical support, and compelling program offerings in our four faculties, library, School of Graduate Studies and Centre for Continuing Education. These modern venues, such as the Applied Science Hub and modular Learning Square, allow us to foster multidisciplinary collaboration.
“Concordia is a young, forward-looking university. It’s a unique place where experimentation, innovation and creativity are truly valued. Our community of students, faculty, staff and alumni all contribute to our momentum as Canada’s next-gen university.” — Concordia President Graham Carr.
Montreal, our home, is exceptional. It is a truly unique city — safe, clean, vibrant and diverse, with new things to discover around every corner. With a population of 1.7 million, it is home to four major universities and several clinical research centres and has been named the best student city in the world. It offers the most affordable tuition in Canada.
The city enjoys a thriving multicultural scene. Bilingualism is a part of Montreal’s tradition and adds to its inspiring atmosphere. While supporting a significant anglophone population, it is one of the largest French-speaking cities in the world.
Montreal is famed for its innovative culinary scene and festivals. It was also the first metropolis to be designated a UNESCO City of Design by the Global Alliance for Cultural Diversity.
The city is recognized globally as an important centre for commerce, aerospace, transport, finance, pharmaceuticals, technology, design, gaming and film.
Concordia University is located on unceded Indigenous lands. The Kanien’kehá:ka Nation is recognized as the custodians of the lands and waters on which we gather today. Tiohtiá:ke/Montreal is historically known as a gathering place for many First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We respect the continued connections with the past, present and future in our ongoing relationships with Indigenous and other peoples within the Montreal community.
Concordia University is strongly committed to employment equity within its community, and to recruiting a diverse faculty and staff. The University encourages applications from all qualified candidates, including women, members of visible minorities, Indigenous persons, members of sexual minorities, persons with disabilities, and others who may contribute to diversification; candidates are invited to self-identify in their applications.
All qualified candidates are encouraged to apply; however, Canadian and Permanent Residents will be given priority. To comply with the Government of Canada’s reporting requirements, the University is obliged to gather information about applicants’ status as either Permanent Residents of Canada or Canadian citizens. While applicants need not identify their country of origin or current citizenship, all applications must include one of the following statements:
Yes, I am a citizen or permanent resident of Canada
No, I am not a citizen or permanent resident of Canada.