A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

• Preparation and delivery of instruction
• Development of course materials
• Grading
• Holding office hours
• Use of Canvas as web-based instructional tools

This course is designed to help students accomplish the following objectives: 

I. Develop multiple frameworks to examine and analyze the development of higher education in the United States. 

• Recognize and analyze many ways historians and others explain the development and central issues in the history of postsecondary education. 
• Evaluate overarching stories of higher education's history as they apply to different people served by postsecondary education in the United States. 
• Articulate major developments in higher education in the U.S. and analyze the implications of these. 
• Situate the development of higher education within larger stories of U.S. and international history.

II. Research and critically evaluate the history of an issue, policy, or practice in higher education 

• Frame an inquiry problem and questions 
• Identify and evaluate relevant primary and secondary sources 
• Craft a written argument 
• Present your argument and findings to peers

• PhD in higher education or a related field
• Experience teaching history of higher education courses
• Strong knowledge of the history of higher education and its relationship to current postsecondary structures, practices, policies, and concerns in the U.S. 
• Strong knowledge of historiography and current perspectives on historical research 
• Knowledge of evidence-based instructional approaches for postsecondary and graduate courses
• Strong teaching evaluations for history of higher education and/or related courses

• Strong experience in conducting historical research on higher education
• Experience teaching at master's and doctoral levels
• Previous experience teaching graduate-level  history of higher education courses

Course Schedule: Wednesday, 4:00 PM- 7:00 PM (hybrid or remote)

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes.

This course is a requirement for all Higher Education doctoral students in their understanding of the larger higher education enterprise.  The course is also elected by Higher Education master's students who seek to broaden their contextual understanding of current higher education issues.

The course reviews and analyzes the history and development of higher and continuing education in the United States, with special attention to forces that have shaped its development. It also examines the history of critical debates about and issues concerning the nature and role of higher education in the U.S.

In addition, this course enhances students? understanding of the development of the major institutional missions and types of institutions in the U.S.; the movement from elite to mass education and its influences; sociodemographic changes in students, faculty, and staff over time; and the origins and evolution of issues of policy and practice in higher education past and present.

This position is covered under the collective bargaining agreement between the U-M and the Lecturers Employee Organization, AFL-CIO, which contains and settles all matters with respect to wages, benefits, hours and other terms and conditions of employment.

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks. Background checks will be performed in compliance with the Fair Credit Reporting Act.

Job openings are posted for a minimum of ten calendar days. This job may be removed from posting boards and filled anytime after the minimum posting period has ended.

• Knowledge of the field
• Knowledge of the curriculum and relevant instructional approaches for this course
• Instructional experience, including teaching  online courses
• Evidence of organization, reliability, timeliness, and careful work
• Evidence of the quality of one's teaching

Candidates will be asked to explain the frameworks and perspectives they bring to bear when considering five fundamental questions, which seek to define the goals, philosophy, and means of higher education. These questions are: who should be taught; what should be taught; how should institutions be governed; who should be served; and what is the role of higher education in society? 

The University of Michigan is an equal employment opportunity employer.