Director of Inclusive Teaching and Pedagogical Effectiveness

Loyola Marymount University (LMU) seeks a faculty development practitioner with experience in undergraduate teaching and with a formative, continuous improvement approach to supporting faculty with teaching effectiveness. The position is in service of faculty formation and pedagogical development central to LMU’s commitment to forming persons for and with others through rigorous, inclusive, and transformative teaching and learning in the context of a Jesuit, Marymount university. This position is part of the cross-divisional Mission Integration initiative, which honors LMU’s enduring commitment to equity, inclusion, belonging, and justice as being rooted in our Catholic, Jesuit, and Marymount identity and at the heart of our institutional mission.

Position Specific Responsibilities/Accountabilities

Academic Affairs is expanding its pedagogical formation offerings (e.g. pedagogical intensives for all new faculty) and deepening existing commitments to teaching excellence (e.g. reimagining the assessment of teaching).  As such, this role will work under the guidance of the Associate Provost for Faculty Excellence and Mission Integration to: 

• Collaborate with the Center for Faculty Development, Office for Mission Engagement, and Academic Affairs partners to ensure shared ownership and sustainability of faculty development and formation efforts, learning communities, institutes, and retreats in support of teacher-scholar formation and Ignatian educational frameworks. 

• Provide strategic coordination to ensure coherence, alignment, and momentum in teaching-related initiatives across Academic Affairs.

• Synthesize faculty-led work, assessment findings, and programmatic insights into clear documentation that supports institutional learning, decision-making, and mission alignment.

• Convene and facilitate collaborative processes that enable faculty, chairs, and academic leaders to engage in reflective, mission-centered decision-making.

• Support follow-through on faculty- and leadership-endorsed initiatives by tracking implementation, monitoring progress, and closing feedback loops.

• Serve as a member of the Mission Integration team, ensuring coordination and alignment of programs/initiatives with Mission Integration efforts across campus.

Critical & Justice‑Oriented Pedagogies

• Partner with faculty and staff subject‑matter experts to co‑design, adapt, and refine faculty development experiences that align disciplinary expertise with Ignatian pedagogy, inclusive and justice‑oriented teaching practices, and to facilitate engagement with multiple interpretations of accessibility, including disability justice and universal design, and pedagogical flexibility.

• Accompany academic departments and programs in translating inclusive and justice-oriented pedagogical commitments into curricular, assessment, and course-design practices that can be adapted within disciplinary contexts.

• Draw on substantial undergraduate teaching experience to serve as a thought partner in course (re)design, pedagogical experimentation, and reflective teaching practice.

• Support engagement with pedagogical wellness, leveraging evidence-based practices from various domains to promote the success and wellbeing of students and educators.

Pedagogical Effectiveness

• Support the implementation of faculty-led teaching assessment recommendations into sustainable practices, tools, and supports that emphasize self-reflection, formative feedback, holistic review, and alignment with LMU’s mission and values. Monitor implementation progress and identify gaps, risks, or unintended consequences.

• Support individual faculty, faculty leaders, and faculty committees in translating equity-centered and mission‑driven pedagogical commitments into concrete classroom practices across disciplines and career stages and in the formative evaluation of effective teaching. 

• Coordinate the development and maintenance of structured templates and guidance for faculty self-reflection on teaching (e.g., for FSR, retention, tenure, and promotion) and common peer observation tool aligned with course development and design, learning culture and environment, pedagogical strategies, lifelong learning and improvement as a teacher.

Scholarship of Teaching and Institutional Impact

• Collaborate with departments and programs on assessment and reflection processes that support examination of student learning, student experience, learning outcomes, and inclusive excellence goals, and use those findings to guide programmatic improvement.

• Coordinate periodic review of the teaching assessment framework itself, gathering feedback from faculty, chairs, and reviewers about clarity, workload, and impact.

• Document and assess the impact of faculty development and formation initiatives across Academic Affairs as an expression of LMU’s Jesuit and Marymount mission, supporting faculty flourishing, transformative teaching and learning, and institutional learning.

• Draw on national models and resources for teaching and learning to inform local practice while remaining responsive to LMU’s context and culture.

Loyola Marymount University Expectations

Exhibit behavior that supports the mission, vision, and values of the university. Communicate and employ interpersonal actions that model high standards of professional, responsible, accountable, and ethical conduct. Demonstrate a commitment to outstanding customer service.

Requisite Qualifications

• Typically a Master’s degree in a related field and a record of scholarly achievement or equivalent experience. Incumbent will be expected to continue upgrading knowledge, skills, and abilities needed to keep abreast of regulation/policy changes.

• Advanced graduate degree from an accredited institution (master’s required, doctorate preferred).

• Demonstrated experience teaching undergraduate students (minimum of 3 years), with evidence of inclusive teaching practice and familiarity with access pedagogy and inclusive course design, feminist and liberatory pedagogies, and/or equity‑centered assessment.

• Familiarity with Ignatian pedagogy and Jesuit, Marymount educational traditions.

• Demonstrated experience in faculty development with the ability to help faculty translate inclusive and justice‑oriented pedagogical commitments into concrete course design, assignment design, and assessment practices.

• Strong facilitation skills and experience working across disciplines, identities, and pedagogical traditions.

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of this position.

Application materials should be submitted as PDFs uploaded via LMU’s Employment portal no later than May 17, 2026.

#HERC# #HEJ#

Staff Regular

Salary range

$78,600.00 - $102,200.00 Salary commensurate with education and experience.

Please note that this position may not be eligible for visa sponsorship now or in the future.

Loyola Marymount University, a Carnegie classified R2 institution in the mainstream of American Catholic higher education, seeks outstanding applicants who value its mission and share its commitment to inclusive excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity employer committed to providing an environment free from discrimination and harassment as defined by federal, state and local law. We invite all persons in the full diversity of their being, life experience, and beliefs to apply. (Visit www.lmu.edu for more information.)