Term 2 TA Orientation


The LFS TA Training Program is kicking off the new term with a TA Orientation session for new and returning TAs who did not attend the Orientation in September 2013.

When: 4-6pm on January 16th, 2014
Where: MCML 350

This is a great opportunity for TAs to become familiar with resources, contact people, and policies that they can use to build their teaching/marking skills. If you will be working with any TAs who are new to TA’ing in LFS this term, you can help them prepare for their TA-ship by encouraging them to attend this event.

TAs must register here before January 15th at midnight to secure their spot in the orientation. Questions, feedback? Please e-mail bryannathiel@gmail.com.

Job Alert: Community of Practice Developer, CTLT


The Centre for Teaching and Learning Technology is looking for a graduate student to serve this part-time position. Please see details in the below job posting and contact Jessica Earle-Meadows at <jessica.earle-meadows@ubc.ca>, Acting Manager, Process Design and Facilitation, CTLT for more information.

Position Function

The Community of Practice Developer provides leadership and support for the development of Communities of Practice (CoPs) at CTLT. The position is responsible for designing, facilitating and documenting activities and scholarship to support the growth and development of CoPs, and the professional development of CoP Facilitators.

Communities of practice are groups whose members “share a passion for something they know how to do and who interact regularly to learn how to do it better” (Wenger, 2006). Depending on the interests of members they may host presentations from various UBC departments, share ideas and problem-­-solve together, host guest speakers, collaborate on projects, or hold social/networking events. A CTLT CoP allows people to share knowledge, expertise, scholarship, ideas, and suggestions, both face-­-to-­-face and electronically.

Organizational Summary

The Centre for Teaching, Learning and Technology (CTLT) works collaboratively with academic and administrative units throughout UBC to build innovative and effective strategies in support of learning and teaching. CTLT staff develop and offer programs and services, and facilitate workshops, lectures, panel discussions, communities of practice, retreats, meetings, focus groups, and conferences, aimed at professionals who are interested in furthering their teaching skills and their knowledge of how people learn. The CTLT also partners with UBC Faculties to develop and deliver distance learning courses, in both print and online formats.

Working Relationships

Reports to the Manager, Facilitation and Process Design. This position supports the growth and development of Communities of Practice and the professional development of Community of Practice Facilitators at CTLT and beyond. Also works with Teaching and Learning Professional Development team members, other CTLT staff, members of other UBC teaching and learning units, staff and faculty members across a range of faculties and units, and non-­-UBC colleagues.

Work Performed

  • Consults across campus with staff, faculty, and students who have an interest in developing a community of practice or who have already developed communities of practice to share the CTLT Communities of Practice model and ways that CTLT can support their work
  • Collaborates with those proposing new communities of practice to define their proposed CoP, clarify co-­-facilitator roles, plan a community launch, and develop an approach to ongoing CoP activities
  • Works with current CoP facilitators to recruit, orient, and support new facilitators as needed; maintains an up-­-to-­-date list of CoP facilitators
  • Collaborates with CoP facilitators to plan, coordinate and co-­-facilitate professional development related to CoPs. This includes sending regular emails to CoP facilitators, maintaining connections with their needs and interests, and facilitating or co-­-facilitating professional development sessions
  • Provides ongoing support to CoP facilitators through regular check-­-ins, consulting support, and co-­- facilitation as requested
  • Maintains contact with UBC CoPs including publically available CoPs, CoPs within specific units, and CoPs on campus which are not supported by CTLT
  • Consults with CTLT staff and CoP facilitators to create online spaces which reflect the ongoing work of CoPs, connect CoP webspaces together, and link CoP webspaces through the CTLT website and blogs (using WordPress)
  • Provides expertise to special projects related to teaching and learning with colleagues in Facilitation and Process Design, Teaching and Learning Professional Development, and CTLT
  • Promotes CoPs through print and digital media, including writing newsletters, working with the Communications Team to create promotional materials, and coordinating and disseminating promotional material for specific CoPs as needed
  • Performs other related duties as requested

Exercising Judgment/Impacts of Decisions/Consequence of Error

Errors in judgment may have negative consequences for the quality of teaching and learning at UBC. They may also result in the inefficient use of resources, and/or poor relations among educational developers, staff or individuals coordinating or participating in Communities of Practice. They may damage the reputation of the University and the Centre for Teaching, Learning and Technology.

Must respond to requests in a timely and professional manner. Must exercise professionalism and judgment when dealing with individuals, units and departments, as well as with non-­-UBC colleagues.

Supervision Given and Received

Works under the direction of the Manager, Facilitation and Process Design. This position requires 12-­-20 hours per week (schedule to be determined).

Minimum Qualifications


  • Must be enrolled in Graduate Studies at UBC.


  • Experience in facilitating group processes face-­-to-­-face.
  • Intercultural and diversity awareness integrated into practice.
  • Experience with community development and/or communities of practice.
  • Prior experience working at UBC and/or in a post-­-secondary teaching and learning context preferred.
  • Experience with educational program planning preferred.


  • Experience designing group processes and demonstrated facilitation skills
  • Effective oral and written communication, interpersonal, planning, organizational, and problem solving skills.
  • Ability to work both independently and within a team environment.
  • Ability to exercise diplomacy, tact and discretion.
  • Ability to prioritize and work effectively under pressure.
  • Proficient with Microsoft Word, Excel, PowerPoint or equivalent, WordPress, and email programs.
  • Able to conduct literature searches online and through the UBC Library.

Job Alert: Graduate Research Assistant, FNH


Job/Position Summary:

This is a part-time Graduate Research Assistant (GRA) position for approximately 10 hours a week for 8 months. The successful candidate for this grant-funded position will develop, validate, implement and disseminate concept inventory surveys for a wide range of entry-level food science disciplines.

Organizational Status:

The successful candidate will work within and report to the Flexible Learning project team of food science instructors and faculty members.

Work Performed:

Work with food science course instructors to determine common student misconceptions (knowledge and attitudinal) in an entry-level food science course based on student interviews, focus groups expert interviews and scientific articles.

Adapt well-established methods of concept inventory to develop these inventories to promote students learning gains in an entry-level course offered in a range of learning environment.

Research, review papers in the field. Keep abreast of methodologies for development of concept inventories and learning activities in food science and related disciplines.

Collect data through student interviews and focus groups and analyse data using statistical techniques.

Organize student interviews and focus groups.

Work with instructors to implement concept inventories and learning activities into courses. Act as a consultant.

Participate in team meetings and report findings to the team. Collaborate with others, internally and externally, to improve the concept inventories and learning activities in food science and related disciplines.

Contribute to the development and testing of high-quality learning activities based on the misconceptions identified and using best practices.

Contribute to the development of write-ups to help disseminate results through conferences and peer-reviewed high quality journals.

Work with instructors to identify technologies to disseminate the inventories and activities.

Work with the project team to plan and carry out evaluation of the project using both formative and summative measures. This may include gathering student feedback, pilot testing of instructional resources, and carrying out expert reviews.

Carry out other duties as required in keeping with the qualifications and requirements of the positions in this classification.

Consequence of Error/Judgment:

The successful candidate is expected to decide appropriate steps to carry out projects with defined goals. All work will be evaluated by the project team for its accuracy and appropriateness. Errors could lead to lack of student learning, the project being not successful, and lack of instructor or student buy in into the project.

Supervision Received:

It is expected that the candidate will work independently, but under the guidance of the project team. Each member of the project team has an expertise in a different area, so research and evaluation guidance will be provided.

Supervision Given:

The candidate may be responsible for providing direction to other staff members; oversees the academic work of and demonstrates learning activities to students as required.

Education/Work Experience:

The ideal candidate will be an individual with knowledge of concepts in food science (e.g. chemistry, biology, microbiology, safety, law and regulation, etc.), and some experience in teaching; as well as knowledge in qualitative research methodology and data analysis.


  • Ability to develop learning activities
  • Ability to conduct education research
  • Excellent written and oral communication skills
  • Excellent interpersonal skills
  • Experience with human ethics protocols is an asset.
  • Familiarity with learning technology tools (e.g. Blackboard, WordPress) is an asset.
  • Experience running focus groups and developing and deploying surveys is an asset.
  • Experience in qualitative data analysis is an asset.

To Apply:

Please submit your C.V. to Judy Chan at judy.chan@ubca with the subject heading ‘RA Flexible Learning FNH 200’ by January 15, 2014.