Gender, Race, Sexuality, and Social Justice (Assistant Professor of Teaching Without Review)

Gender, Race, Sexuality, and Social Justice (Assistant Professor of Teaching Without Review)

November 25, 2025

The Institute for Gender, Race, Sexuality and Social Justice (GRSJ) at the University of British Columbia, Vancouver Campus (www.grsj.arts.ubc.ca) invites applications for a full-time, limited term Assistant Professor of Teaching Without Review (i.e. non-tenure track) with an anticipated start date of July 1, 2026.

We seek applicants with educational leadership and coursework focused on globalization, political economy, and social justice, and with specialization in subjects that include (but are not limited to): formations of class, race, gender and sexuality; the political economy of colonialism, imperialism, and capitalism; diaspora and transnational mobility; indigeneity and globalization; environmental racism; war and displacement; extraction and economic dispossession. The applicant should especially have a demonstrated ability and interest in 1) high quality, innovative teaching, and 2) educational leadership- especially in the areas of curriculum or program development/renewal.

This is a full-time Assistant Professor of Teaching position for a term appointment of up to three years, and is without review (i.e. non-tenure track), in accordance with the Collective Agreement between UBC and the UBC Faculty Association. Candidates must be able to teach across all levels in the undergraduate program. The successful candidate will be responsible for educational leadership and teaching 18 credits (i.e., six 3-credit courses). In addition to maintaining an excellent record of educational leadership and teaching, the successful candidate will also be expected to fully participate in the Institute affairs and service.

We encourage applications from Candidates from a variety of relevant Ph.D. programs in any discipline in the Humanities or Social Sciences. We especially encourage applications from those whose work crosses traditional academic boundaries, and which promote interdisciplinary, intersectional feminist, anti-colonial, anti-racist scholarship and teaching.

All application materials should be submitted online at:

https://grsj.air.arts.ubc.ca/application-for-assistant-prof-of-teaching-without-review/

Applications and all supporting materials should be received by January 23, 2026. Applicants should be prepared to provide:

  • A cover letter of application that includes the names and contact information (institutional affiliation, address, e-mail address) of three referees;
  • A curriculum vitae;
  • A teaching dossier that includes: 1) statement of teaching interests and philosophy (max 2 pages); 2) record of courses taught including class sizes (if not already included in the CV); 3) evidence of teaching effectiveness, including student course evaluations and peer-review of teaching reports, if available; and 4) examples of pedagogical materials such as syllabi and assessments.
  • An educational leadership dossier that includes: 1) statement of past and potential contributions to educational leadership (max 2 pages); 2) examples of prior curriculum or program development/renewal work; and 3) examples of educational leadership contributions.
  • A one-page statement about your experience working with a diverse student body and your contributions or potential contributions to creating/advancing a culture of equity and inclusion.

Please note:

1) Referees for the candidates on the long list will be contacted to provide confidential reference letters.

2) Review of applications begins immediately following the application deadline and will continue until the position is filled.

For more information about the position, please contact Dr. Jemima Pierre, Director,

Institute for Gender, Race, Sexuality and Social Justice (GRSJ) at: grsj.recruitment@ubc.ca

For information about the GRSJ Institute, please visit: https://grsj.arts.ubc.ca/

The expected pay range for this position is $7,679/month – $8,448 month; salary will be commensurate with qualifications and experience. This position is subject to final budgetary approval.

The UBC – Vancouver Campus is located on the traditional, ancestral, and unceded territory of the hən̓q̓əmin̓əm̓-speaking Musqueam people.  Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.

History (Sessional Lecturer)

November 13, 2025

History Department, University of British Columbia
Call for applications to teach:

Summer Session Term Two (July to August 2026)

The History Department invites applications to teach HIST 348, History of the Holocaust, a 3-credit course in 2026 Summer Session Term Two.

            HIST_V 348 951 (3) History of the Holocaust

A study of the systematic attempt to destroy European Jewry during the Nazi regime, 1933-1945. Topics of special importance include: the motivations and behaviors of the perpetrators; the reactions of the victims; the roles of bystanders.

Preference will be given to applicants with a Ph.D. and experience in teaching at the college or university level, but applicants without a Ph.D. who are ABD will also be considered.  The current salary for a 3-credit course in the Faculty of Arts is $9,559.11.

All applicants should apply only through the History Department’s Internal Resources website https://hist.air.arts.ubc.ca/2026-sessional-application-form-hist-348-951/

Returning Applicants: those who have taught for us in the last five years, can simply upload an updated curriculum vitae.

New Applicants: should provide the following application materials, and ask three referees to forward confidential letters of recommendation under separate cover to history.sessionals@ubc.ca

  1. Upload a curriculum vitae. The c.v. must include a list of post-secondary courses taught at UBC and elsewhere.
  2. And upload the following application materials (in the following order, collated into a single PDF file)
  • a letter of application, including a statement on experience and/or potential for teaching a diverse student population
  • one or more sample course outlines (from a course or courses you have taught or would be interested in teaching)
  • teaching evaluations
  • transcript of your academic record if you do not yet hold a Ph.D.

For further information on the sessional program, please contact the Department Head, Dr. Bonnie Effros at bonnie.effros@ubc.ca.

We will announce our decision in January.

Deadline for applications: November 28, 2025

All positions are subject to funding and are governed by UBC’s “Agreement and Conditions of Appointment for Sessional Lecturers.” In accordance with Canadian immigration requirements, priority will be given to Canadian citizens and permanent residents of Canada.  Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuit, or Indigenous person.

Yuko Ikegami Lee

Administrator

(She/Her)

M.Ed. Higher Education, University of British Columbia
B.F.A. Art History, Joshibi University of Art and Design
UBC Certificate in International Development
UBC Certificate in Equity, Diversity, and Inclusion

What do you value about Academic Advising?

First and foremost, students are here to learn and earn a degree. Academic Advising offers holistic student academic services to support this purpose. I value Academic Advising and its advisors because of their depth of knowledge in academic policies, advising practices, and how holistic wellbeing impacts their academics. As a former academic advisor, I have so much respect for academic advisors who are on the ground tirelessly working with students on a daily basis.

What does your typical day look like and how does your role support Arts Advising?

As the Administrator for the largest academic advising office on campus, my days are very busy! I work closely with the leadership team to ensure the smooth operation of Arts Advising, particularly in areas such as HR, Finance, and IT. My diverse career background — spanning banking, IT, and communications, along with nearly two decades in higher education — has unexpectedly prepared me well for this dynamic role. So, say “yes” to new opportunities; you never know where they might lead you!

Alina Debyser

Alina Debyser

Student Information Support

(She/Her)

B.A. in Human Geography and Geographic Information Science, University of British Columbia

What was your experience of further or higher education like?

I had a positive experience during my undergraduate degree at UBC, where I enjoyed the flexibility that my Arts degree provided. I was able to focus primarily on a field that I was passionate about for my major and minor, but also got to customize my degree and take courses in design/architecture, anthropology, community and regional planning, urban forestry, social work, and more. These wide-ranging topics expanded my thinking in different directions and allowed me to meet many wonderful people with diverse perspectives.

Along with this, I enjoyed the rest of what being a student had to offer, such as access to the museums and galleries on campus, unique research opportunities, athletics, library and software access, club and volunteer opportunities, and academic talks.

What does your typical day look like and how does your role support Arts Advising?

As Student Info Support, we are one of the first points of contact in Arts Advising for students, departments, and the public. We make the complexities of degree requirements, academic concession, course registration, credits, and other policies accessible and understandable to students, and connect them to advisors and other key support resources on campus.

In a typical day, we also work on data collection, updating information and databases, processing various request forms, and other behind-the-scenes and problem-solving work that supports Arts Advising here at UBC. Every student is unique and comes in with specific questions and needs related to their own experiences, so we are here to listen and support.

Muyuan Wang

Student Information Support

(She/Her)

B.A. in Sociology and Urban Studies, University of British Columbia

What would surprise people to know about you?

People are often surprised to learn that I went to high school in Costa Rica. My high school in China had sixteen campuses around the world, and I took the opportunity to spend the last two years of my education in Costa Rica. There, I found comfort in nature, picked up Spanish, and conquered my fear of ants.

Why do you like supporting students?

As someone who recently graduated from university, I understand how overwhelming student life can feel at times. Supporting students is meaningful work to me—whether it is providing information, sharing insights, or simply being present and listening. I hope to help students navigate the multifaceted university experience and remind them that they are not alone. I also learn a great deal from interacting with students.

If you were to meet your younger self again, what advice would you give based on your experiences?

If I could meet my younger self, I would say: uncertainty is a recurring theme in life, and it does not disappear as you grow older. As stressful as it may be, the unknown is also what makes life full of possibilities. Be present and live through the questions, so one day you will live into the answers.

Yongmin Lee

Yongmin Lee

Student Information Support

Why do you like supporting students?

I received meaningful support during my time as a student, and now I feel it’s my turn to give back. Many students have academic questions, and I want to be someone who helps them navigate those moments.

If you were to meet your younger self again, what advice would you give based on your experiences?

It’s okay to drop a course if it doesn’t serve you—especially if it’s not a requirement or can be taken later. You don’t need to take a full 30-credit load every semester. Most importantly, switching majors is not a failure—it’s growth. Follow your interests and opportunities.

What does your typical day look like and how does your role support Arts Advising?

My day revolves around helping students—answering questions via phone, email, and in person. I also ask my colleagues questions to ensure I’m giving accurate and helpful information. I prioritize student needs and work closely with advisors to connect students with the right resources.

Chloe Newman

Chloe Newman

Associate Academic Advisor

(She/Her)

B.A. in Psychology, University of British Columbia

What do you value about Academic Advising?

I value the opportunities that academic advising creates for both students and advisors. Every student follows an individual educational and personal pathway, and I feel honoured to play a small role in shaping their journey. I strive to embody the core values of Arts Advising in my daily work, approaching each interaction with empathy, integrity, and respect. Each student, colleague, and campus partner brings a unique perspective to the educational experience. By understanding and acknowledging these perspectives, we foster inclusivity and collaboration, creating an environment where everyone feels supported in their growth and learning.

Why do you like supporting students?

Supporting students and learning about their academic journeys allows me to broaden my knowledge and adapt my skills to meet their needs. Each student case offers its own learning opportunities. University can feel overwhelming, and I value being a guide who helps students navigate this experience with confidence. I take pride in knowing my role supports their growth, resilience, and ability to make the most of their time at UBC. Every interaction is unique, and I appreciate the opportunity to learn from students as much as I support them.

If you were to meet your younger self again, what advice would you give based on your experiences?

The best advice I would give my younger self is to stop stressing over every detail and trust that things will work out. Even when it doesn’t feel like it, support is always available, and the best way to navigate tough times is to talk about them. I would remind them that challenges are opportunities to build resilience, and that asking for help is a strength, not a weakness. Most importantly, I would encourage my younger self to embrace curiosity, explore new paths with confidence, and value every connection along the way.

Sophie Lee

Sophie Lee

Academic Advisor

(She/Her)

Bachelor of International Economics (BIE), UBC

What would surprise people to know about you?

I have a notoriously bad sense of direction—even with Google Maps, I somehow manage to walk the wrong way or get turned around in places I’ve been before. I also don’t know how to drive, swim, or bike, which surprises people a lot. But I think these quirks have made me more patient and flexible. Just like I need a bit of extra time (and a few reroutes!) to find my way around, I know that students often need space and support to figure out what feels right for them, especially when things feel unclear or uncertain. We all find our own paths eventually—and it’s totally okay not to have it all mapped out from the start.

Why do you like supporting students?

I feel really lucky to be in a role where I get to support students through all the ups and downs of university life. It’s such a unique time—full of new experiences, big decisions, and sometimes a bit of uncertainty. I’m always grateful when students feel comfortable sharing a part of that with me. It means a lot to be someone they can check in with, open up to, or just talk things through with. I especially love those little moments when a student realizes they’re more capable than they thought, or when something finally clicks. My hope is always that students leave our conversations feeling even just a bit more grounded, supported, or encouraged. That’s what I love most about this work.

Simran Kaur

Simran Kaur

Admin Support

(She/Her)

B.A.
M.A.

What does your typical day look like and how does your role support Arts Advising?

My role on the Administrative Support team is anything but typical—and that’s what makes it so engaging! Each day brings new challenges and opportunities to collaborate with the Leadership Team, ensuring the smooth operation of our advising unit. From managing schedules and coordinating meetings to supporting key projects and maintaining office efficiency, I take pride in providing support that helps Arts Academic Advising thrive.

It’s incredibly rewarding to contribute to a team dedicated to student success, and I embrace the continuous learning that comes with this dynamic role. As Michelangelo famously said, “I am still learning,” and I find immense value in growing alongside the work we do.

Shahmir Ahmed

Shahmir Ahmed

Associate Academic Advisor

(He/Him)

Bsc (Hons) in International Business & Public Relations

What do you value about Academic Advising?

As an Associate Academic Advisor, I value the opportunity to empower and support students on their academic journeys. I believe in creating a student-centered environment where individuals feel heard, respected, and empowered to make informed decisions about their education. Building trusting relationships and fostering open communication are paramount to my advising approach. I prioritize continuous learning and growth to stay abreast of best practices and effectively guide students through challenges and opportunities. Ultimately, I find fulfillment in helping students navigate their academic paths, overcome obstacles, and achieve their goals, contributing to their academic development.

Why do you like supporting students?

Supporting students is deeply rewarding because it allows me to witness their growth, resilience, and achievements firsthand. I value the opportunity to make a positive impact on their lives by providing guidance, encouragement, and practical assistance as they navigate their academic endeavors. Each interaction with a student presents a unique opportunity to contribute to their personal and academic development, whether it’s helping them overcome challenges, explore new opportunities, or celebrate their successes. Being able to empower students to reach their full potential and achieve their goals fills me with a sense of purpose and fulfillment that motivates me to continue supporting them wholeheartedly.