College Data Teaching Jobs (NOW HIRING)

Title: Instructor and Assistant Teaching Professor, University College

Department: Success by Design

Salary: $60,000-$68,000

Location: Tempe, Downtown Phoenix, Polytechnic, West Valley, Online

Date Open: 7/16/2026

Date Closed: 7/31/2026

Position Overview

University College designs personalized learning experiences to end achievement disparities, for integrated work and learning future, and services to support learners at scale. This is inclusive of two academic units within the college: Success by Design, reimagines how higher education supports students’ academic, personal, and post-graduation success and Explore, home of the Exploratory major to help students align interests, skills, and goals to find their next major at the university. Through the intentional design of learning experiences, support systems, and innovative programs, University College helps students develop the confidence and navigational and social skills needed to thrive in college and life. University College invites applications for faculty positions at the rank of Instructor or Assistant Teaching Professor.

Essential Functions | Instructor

Design and deliver engaging, student-centered courses that help learners develop the skills, confidence, and mindsets needed to achieve academic, professional, and personal success, with particular attention to first-year students and those navigating academic challenges. Foster inclusive and supportive learning environments that encourage critical thinking, problem solving, self-reflection, exploration, and a sense of belonging among college students. Provide proactive support and guidance that promotes student engagement, persistence, and achievement, including contributing to the LEAD program and other student success initiatives. Utilize student performance data, assessment results, and other evidence to continuously improve teaching practices and learner outcomes. Collaborate with colleagues to advance learner-centered teaching practices and contribute to a culture of continuous improvement and innovation within University College. Participate in faculty development, college, and university activities consistent with the expectations of the Instructor role. Based on individual expertise and unit needs, contribute to initiatives such as teaching and learning scholarship, student success, work-integrated learning, life design, and/or assessment and evaluation.

Essential Functions | Assistant Teaching Professor (ATP)

• Design and deliver engaging, student-centered courses that help learners develop the skills, confidence, and mindsets needed to achieve academic, professional, and personal success, with particular attention to first-year students and those navigating academic challenges. Foster inclusive and supportive learning environments that encourage critical thinking, problem solving, self-reflection, exploration, and a sense of belonging among college students. Provide proactive support and guidance that promotes student engagement, persistence, and achievement, including contributing to the LEAD program and other student success initiatives. Utilize student performance data, assessment results, and other evidence to continuously improve teaching practices, learner outcomes, and student success initiatives. Leverage individual expertise to provide leadership and service through teaching and learning scholarship, student success, work-integrated learning, life design, assessment and evaluation, and/or other strategic priorities that advance learner outcomes and the mission of University College. Participate in faculty development activities and university service consistent with the expectations of the Assistant Teaching Professor role. Collaborate across University College and the broader university to develop, implement, and assess innovative programs and learner-centered practices that support student success at scale.

Required Qualifications for Instructors

• A terminal degree (e.g., Ph.D., Ed.D., or other appropriate terminal degree) or all but dissertation. Three years evidence of teaching at a post-secondary institution, with preferred teaching experience at the undergraduate level.

Required Qualifications for Assistant Teaching Professors

• A terminal degree (e.g., Ph.D., Ed.D., or other appropriate terminal degree) or all but dissertation. Three years evidence of teaching at a post-secondary institution, with preferred teaching experience at the undergraduate level. Demonstrated skills, experiences, or expertise in one or more of the following or related areas: teaching and learning scholarship, student success, work-integrated learning, life design, and/or assessment and evaluation.

Desired Qualifications for Instructors

• Demonstrated excellence in student-centered teaching and a commitment to creating inclusive, engaging, and supportive learning environments that promote student success. Demonstrated skills, experiences, or expertise in one or more of the following or related areas: teaching and learning scholarship, student success, work-integrated learning, life design, and/or assessment and evaluation. Experience designing and delivering courses that foster critical thinking, problem solving, self-reflection, and the development of durable skills for academic, professional, and lifelong success. Demonstrated ability to use assessment, student performance data, or other evidence to inform teaching practices and improve learner outcomes. Expertise in one or more of the following areas: learning design, student success, workforce readiness, analytics-informed improvement, curriculum development, program innovation, assessment, or related fields. Experience collaborating across disciplines or functional areas to develop, implement, or evaluate programs, initiatives, or learning experiences that all college students. Demonstrated commitment to continuous improvement, innovation, and professional growth in teaching, learning, and student success. Experience contributing to research, service, faculty development, curriculum development, or strategic initiatives in higher education is preferred, particularly for candidates seeking appointment at the Assistant Teaching Professor rank.

Desired Qualifications for Assistant Teaching Professors

• Demonstrated excellence in student-centered teaching and a commitment to creating inclusive, engaging, and supportive learning environments that promote student success. Experience designing and delivering courses that foster critical thinking, problem solving, self-reflection, and the development of durable skills for academic, professional, and lifelong success. Demonstrated ability to use assessment, student performance data, or other evidence to inform teaching practices and improve learner outcomes. Expertise in one or more of the following areas: learning design, student success, workforce readiness, analytics-informed improvement, curriculum development, program innovation, assessment, or related fields. Experience collaborating across disciplines or functional areas to develop, implement, or evaluate programs, initiatives, or learning experiences that all college students. Demonstrated commitment to continuous improvement, innovation, and professional growth in teaching, learning, and student success. Experience contributing to research, service, faculty development, curriculum development, or strategic initiatives in higher education is preferred, particularly for candidates seeking appointment at the Assistant Teaching Professor rank.

Working Environment

Activities are primarily performed in an environmentally controlled office setting subject to extended periods of sitting, keyboarding, and manipulating a computer mouse. Frequent bending, reaching, lifting, pushing and pulling up to 25 pounds. Regular activities require the ability to quickly change priorities which may include and/or are subject to resolution of conflicts. Ability to clearly communicate to perform essential functions. Use standard office equipment including, but not limited to: computer workstation/laptop (keyboard, monitor and mouse), printer, copier, telephone and associated computer/technology peripherals. Expected to be responsive to customers, engaged in work production, resourceful, flexible, and respectful of others. May require some weekend and evening hours. ASU is a transnational enterprise with a wide variety of work and learning modes, locations, and a commitment to sustainability, innovation, and employee work-life balance. We are determined to maintain our position as an employer of choice in a competitive labor market.