ENGL 1112 - Seminar in Academic Inquiry and Writing

Verto is on a mission to provide the best possible start to college. We start by making travel and experiential education a core part of every student’s first year. Our participants begin college overseas in one of five Verto locations and take fully accredited in-person classes from our Academic Provider, the University of New Haven. After completing 1-3 semesters with Verto, participants seamlessly transfer to one of 50+ partner universities in the United States. Along the way, participants develop their academic skills and identity and become more mature, empathetic global citizens who have a greater sense of purpose and direction for their lives.

At Verto, we’re creating a different model. We’re driving the costs down and acceptance rates up. We connect participants to the world and give them a chance to discover who they are before making them choose a major. We’re out to build a transformational company that makes higher education more accessible and impactful. We are backed by
First Round Capital and other top VCs.

LOCATION SUMMARY

Buenos Aires, Argentina

Study Abroad in Buenos Aires, Argentina

POSITION SUMMARY

Successful candidates will be highly motivated, energetic, student-oriented educators who bring courses to life for students through a combination of active classroom learning and experiential education. Faculty must possess a commitment to undergraduate teaching and experiential education, and be prepared to work with diverse students early in their higher education journey.

Deeply engaged learning is a key element of teaching. Faculty must be willing to help students develop necessary academic skills and build their academic identity as a new college student, alongside teaching disciplinary content. Faculty work with program staff to embed active and experiential activities into the course and will teach in traditional face to face classroom settings as well as taking students into the community. Verto’s academic team provides ongoing faculty training and support, offers regular feedback and coaching, and offers access to a wide variety of teaching and professional development resources and course/student support structures. Verto academic staff work closely with faculty to ensure unity across instructors and courses for continuity in delivering high-quality teaching and learning experiences across Verto program locations. Faculty are encouraged to collaborate with peers in their disciplines across the global Verto network.

KEY RESPONSIBILITIES

Faculty are responsible for teaching and creating an inclusive learning environment for all participants, and for following the established teaching methodologies and expectations of Verto, its Academic Provider, and other stakeholders. Faculty design courses utilizing the provided syllabi and supporting resources, including LMS and online textbooks. Faculty implement academic policies and coursework in compliance with academic requirements established with Verto’s Academic Provider(s). This includes, but is not limited to:

• Develop and deliver course(s) utilizing the provided academic policies, course syllabi and LMS (Canvas) and textbook resources, templates and timelines.
• Adhere to all local and global faculty and course requirements including delievery of all expected contact hours and adherence to teaching schedule and curriculum.
• Faculty must demonstrate appropriate conduct and treat all students, faculty and staff with respect to create an inclusive environment.
• Utilise the English syllabus template that has been calibrated across the Verto sites to ensure standardization, quality assurance and academic rigor.
• Develop relevant, discipline-based, up-to-date course content and applied learning experiences. Willingness to advance curricular experimentation, particularly related to active and experiential learning, student development, learning assessment (e.g. rubrics) and technology (e.g. AI, Canvas) and following established best practices for curriculum development and openness to feedback is important.
• Evaluate students’ homework and provide regular and formative feedback, and score student work in a timely and constructive manner. Assess student mastery of Course Objectives and Student Learning Outcomes in your course(s).
• New faculty are expected to participate in up to ten hours of faculty training & development every semester prior to program start date and an additional five hours of ongoing professional development throughout the semester. Attend regular faculty meetings (1x1 and group) throughout the semester. Returning faculty are expected to contribute to ongoing faculty development and may be asked to share good practices, lead training, conduct course observations and/ or mentor peer / new faculty or contribute to course-specific projects.
• Teach all scheduled courses and host weekly office hours, respond in a timely, specified manner to student inquiries. Communicate promptly with local academic staff in the event of emergencies.
• Champion student success by holistic student support, monitoring student attendance & monitor student engagement, communicating care and concern requests to academic staff. Diligently meet the specific, documented ongoing needs of students with academic accommodations. Refer students to appropriate learning support services and interventions.
• Educate participants and enforce policies on Attendance and Academic Integrity, and proactively and professionally address any related grading questions, concerns or appeals with students directly, consulting with local academic staff as needed.
• Follow established academic calendar(s), relevant parts of term and grading progress and policies, and maintain highly accurate academic records related to student enrollments, attendance and academic performance.
• Accurately calculate and submit grades on-time through the LMS and via the Academic Provider’s grade reporting software (Banner), following established mid-term and end-of-term grade reporting timelines and protocols. Respond to student inquiries related to their grades in a timely manner including any grade disputes or discrepancies after the final grading period.
• Foster learning environments that are respectful and positive, conducive to early college student development, adhere to Verto values, and that are characterized by learner-centered approaches to instructional design and delivery:
  • Helping students develop their academic identity and foundational academic skills with appropriate levels of challenge and support
  • Appropriate use of professional language and tone, modeling constructive feedback and conflict negotiation
  • Active classroom management and consideration of power dynamics in faculty-student relationships
  • Auditing course materials for representation for diverse student populations by including bringing in local and global perspectives through course readings, assignments, and activities.
• Build and maintain positive, collaborative, and professional relationships with program participants, staff, and community partners.
• Share feedback with local and global Verto academic leaders to provide recommendations for academic excellence and faculty support needs.
• Participate in curriculum development projects and assessment initiatives as directed by the University of New Haven and Verto Edcuation.
• Other duties as reasonably assigned.

QUALIFICATIONS & EXPERIENCE

• Master’s degree required, terminal degree (PhD) in English Language or a closely related field preferred.
• Minimum eighteen graduate credits in the field of study relevant to the course(s) of interest.
• A minimum of two years of teaching experience in the English language with at least one year teaching at the university level.
• Demonstrated success in teaching students with varied learning styles and abilities.
• Appreciation for, and proven record of, success in working with students of diverse economic, racial, cultural, and educational backgrounds.
• Openness to feedback and application of strategies for continuous improvement.
• Excellent verbal communication and interpersonal skills.
• Comfort level implementing policies and classroom standards that align with established policies and protocols.
• Passion for active, experiential, reflective and discussion-based learning and helping students make meaning out of their experiences.
• Eager to learn from colleagues and enjoys open collaboration and teamwork.
• Must have the legal right to work in the country for the full program duration, prior to the start of the semester. Verto Education does not sponsor visas or permits of stay.

WHO WE’RE LOOKING FOR:

The successful candidates are highly collaborative. They prioritize engaged teaching practices and will work closely with team members within and across global Verto locations, including the Program and Academic Director(s), Academic Managers, and local and global staff, to provide comprehensive student care. Candidates achieve excellence in teaching and learning to support a diverse student body. Faculty are an integral part of helping new college students build appropriate academic skills and will integrate academic skill building into courses and help identify growth opportunities for learners.

Candidates must be dynamic educators who are motivated by working with a first-year student population and building professional relationships with students and peers to support student engagement and academic success. Faculty will participate in academic and professional development training prior to, and throughout, the semester to support teaching and learning. Faculty are required to utilize the established academic policies and daily reporting tools for attendance, as described. All faculty will develop and lead active and experiential learning activities as part of the curriculum.

• Faculty who are intellectually curious and motivated, and are skilled in teaching concepts in various settings (e.g., in or outside of the classroom).
• Faculty who demonstrate genuine care about students and ability to connect and engage students in learning.
• Faculty who are willing to go that extra mile to support students' success in their start to their new college career.
• Faculty who excel at and love teaching, and are also willing to learn from their students and colleagues.
• Faculty who are versatile and flexible to meet dynamic and changing environments.
• Faculty who demonstrate high levels of professionalism and commitment and are open to continuous learning and development.
• Verto seeks faculty who can be a bridge to the local culture and help bring learning to life for students above all else.

APPLICATION INSTRUCTIONS

To apply, please submit the following:

• Cover Letter - a letter of interest (no more than 2 pages) that articulates your experience and qualifications in relation to the job description. Please share your specific experience with US higher education and higher education systems in the country where you are applying to teach, and share examples of active and experiential learning and how you support diverse learners' needs.

• Current Curriculum Vitae (CV)
• References - Names and contact information of three references who will provide a professional recommendation.
• Unofficial transcripts of graduate work. If your graduate degree was conferred from an institution that doesn’t traditionally issue transcripts, please upload a scanned copy of your diploma.
• Teaching evaluations from related courses / up to three separate semesters, if available.

Faculty will be asked to share a schedule of availability and complete a background check as part of the hiring process. All faculty are subject to final review and approval by the University of New Haven.

ENROLLMENT SIZES & COURSE DETAILS

Course assignments are typically 45 hours (3 U.S. credits) or 60 hours (4 U.S. credit) courses, depending on the course and discipline (4 credit/60 hours are typical for Lab or Studio based courses).

Faculty may be invited to teach multiple sections of the same course, when possible, and/or multiple courses directly related to their academic field of expertise, if related courses are available.

Course syllabi are developed and approved by the Academic Provider, along with specific information regarding course learning outcomes, academic policies, assessment of learning, and overall expectations. Faculty typically develop their own teaching materials, including schedule, readings, assignments, experiential learning activities, and develop and manage a course site via the Learning Management System, Canvas. Some courses are delivered in a sequential manner (e.g. BIOL I & II) or offered across all locations (e.g. ENGL 1112) and may have required course textbooks, common assignments or assessments, or other materials that are standard for course delivery.

Section enrollment varies by program location, scheduling, student enrollment, and classroom size. Specific information will be provided by the local program staff.

• Language courses: Approximately 15-18 students
• Non-language courses: Approximately 15-24 students
• Lab courses: Typically fewer than 25 students