Assistant Professor

Daemen University is a dynamic, independent, liberal arts institution committed to excellence in student centered learning. The University places special emphasis on preparing students for excellence in professional life, civic engagement, and on instilling and understanding that learning is an exciting lifelong journey. Students are encouraged to be creative, innovative, ethically minded leaders for an ever-changing, diverse, and interconnected world.

The Mission of Daemen University is to prepare students for life and leadership in an increasingly diverse and complex world through the integration of education and professional preparation. Daemen University is going beyond instrumental needs to foster the development of individuals who are dedicated to the health and well-being of local and global communities.

Purpose of Role

The Education Department at Daemen University is seeking a full-time faculty member to teach in our undergraduate and graduate inclusive elementary education programs. The successful candidate will be an experienced educator with a deep understanding of literacy development, instructional methods across elementary content areas, and culturally responsive/sustaining teaching practices. This position offers an exciting opportunity to contribute to the preparation of future educators and scholars committed to fostering inclusive learning environments in PK-12 education settings.

Assistant Professor of Practice in Inclusive Education - Literacy & Elementary Content Areas

About This Opportunity

Joining our Education team, the Assistant Professor will be responsible for the following:

• Teach undergraduate and graduate courses in inclusive education, focusing on literacy, curriculum development, and instructional methods across elementary content areas
• Provide instruction on evidence-based literacy practices, including multiliteracies, the "science of reading," and other effective strategies for diverse learners
• Engage in course and curriculum development, aligning instructional practices with current research and educational standards
• Advise and mentor students in their academic and professional development
• Contribute to program assessment and continuous improvement efforts within the department
• Collaborate with faculty colleagues to support inclusive pedagogical practices that are culturally and linguistically responsive
• Participate in departmental meetings, faculty committees, and university service activities
• Contribute to the education community through presentations, publications, and/or professional development

Required Qualifications

Required Minimum Qualifications

• Teaching Certification in Literacy (all grades) OR in Childhood Education with expertise in research-based literacy practices, including a deep understanding of multiliteracy, and the "science of reading"
• Master's Degree with additional experience/coursework (terminal degree preferred) in Education or a related field
• At least 3 years of teaching experience in PK-12 settings
• Experience teaching courses in higher education teacher preparation programs
• Familiarity with a range of pedagogies and culturally and linguistically responsive-sustaining practices
• Ability to teach instructional methods courses across elementary content areas (e.g., literacy, math, science, and social studies)
• Demonstrated ability to work collaboratively with colleagues, students, and school partners in inclusive setting

Preferred Qualifications

• Terminal degree (Ed.D. or Ph.D.) in Education or a related field
• Certification in Students with Disabilities (any grades)
• Expertise in math and/or science teaching methods
• Experience in curriculum design, course development, and/or program assessment
• Fluency with instructional technology and experience integrating technology into instructional practices

This is a full-time benefits eligible position (non-tenure track). Daemen University is committed to fostering a diverse and inclusive learning environment. We strongly encourage applications from individuals who identify with underrepresented groups in higher education and from those who are p