The Academic Technology Specialist (ATS) is a key contributor within the Office of the Vice Provost for Teaching and Learning. A core member of the Academic Technology Innovation team, the ATS is responsible for researching innovative technologies, collaborating with faculty to identify use-cases, and integrating technology into appropriate instructional activities. The ATS will also facilitate technology workshops, identify technologies to improve the student learning experience, and collaborate with colleagues on technology-based pilot projects. Candidates should be knowledgeable on both established and developing academic technologies and be fully versed on the best practices to implement and cultivate identified solutions. From a technology standpoint, the candidate should have applicable experience with web conferencing, robotic telepresence, the AR/VR/MR tech space, audience response systems and mobile device management.
Assist with providing departmental leadership for using technology in teaching, learning, community building and/or research. Oversee or provide assistance in the direct integration of technology into course curricula, extra-curricular or co-curricular learning, and/or research projects.
Lead the development of resources, seminars, courses, or workshops to disseminate information about uses of technology.
Actively encourage and support the use of computer-based tools by developing and implementing new tools and resources for instructors or students, assisting them with the tools, disseminating knowledge of these tools throughout the program or university, and creating and supporting an infrastructure that allows use of the tools in research, teaching and/or learning.
Assist with coordination of academic learning technology policies, procedures, and support.
Lead projects to develop innovative uses of technology for research, student learning and/or community building. Consult on development of software applications, or work with on- or off-campus resources to develop or adapt software solutions.
Consult with and help instructors and/or departments to incorporate technologies into faculty research projects, course design and curricula and/or co-curricula in support of student learning goals.
Stay abreast of educational technology research and participate in academic conferences.
Provide expertise and support in applying instructional design methodologies to the development, implementation, and evaluation of face-to-face, hybrid, and online courses.
Provide outreach and advocacy within and across departments for effective uses of educational technology.
* - Other duties may also be assigned
Internal Number: 251331
About Stanford University
Located between San Francisco and San Jose in the heart of Silicon Valley, Stanford University is recognized as one of the world's leading research and teaching institutions. Leland and Jane Stanford founded the University to "promote the public welfare by exercising an influence on behalf of humanity and civilization." Stanford opened its doors in 1891, and more than a century later, it remains dedicated to finding solutions to the great challenges of the day and to preparing students for leadership in a complex world. The University's thriving diverse community is comprised of nearly 7000 undergraduate students, 9000 graduate students, 2000 faculty members, 1900 postdoctoral scholars, and over 11,000 academic and administrative staff in seven schools including several interdisciplinary research centers and institutes. The campus spreads over 8000 contiguous acres and nearly all undergraduates live on campus. Stanford offers bachelor's and master's degrees in addition to doctoral degrees (PhD, MD, DMA and JD) plus a number of professional and continuing education programs and certifications. More at http://facts.stanford.edu and http://www.stanford.edu.
Stanford University is a...n equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women, members of minority groups, protected veterans and individuals with disabilities, as well as from others who would bring additional dimensions to the university’s research, teaching and clinical missions.