Tenure Track Faculty Biology

Description

Job

FU

Position Classification

FT Faculty UDMPU (9 month).

Position Summary

The Department of Biology at the University of Detroit Mercy College of Engineering & Science invites candidates to apply for a full-time tenure track faculty position starting August 16, 2026. The University of Detroit Mercy is dedicated to the goal of building a supportive, and inclusive academic community with a commitment to experiential and community engaged learning. We strongly encourage applications from candidates who can demonstrate through their teaching, research, experience, and service that they can contribute to the Mission of the University.

As a primarily undergraduate institution (PUI), we offer small classes and close collegial relationships. The College's faculty forms a vibrant community of teaching scholars, with a strong focus on student-centered teaching, and academic mentorship of students. Our excellent student outcomes led to recognition by the Wall Street Journal Best Colleges report, ranking UDM 2nd in Michigan and 36th nationally. We are particularly interested in candidates who would contribute to our efforts to provide support and opportunities for historically minoritized students to pursue research careers in biology and related areas.

The Biology Department at Detroit Mercy includes thirteen full-time faculty who engage in scientific research, mentorship, and student-advising for students within the College of Engineering and Science and the College of Health Professions. The department serves over 700 undergraduate Biology majors as well as Nursing, Dental Hygiene, Chemistry, and Biochemistry majors. The Biology Department also provides accelerated and early assurance programs in cooperation with the Detroit Mercy School of Dentistry, the Detroit Mercy Physician Assistant graduate program, the Detroit Mercy Optometry graduate program, Lake Erie College of Osteopathic Medicine and Michigan State College of Human Medicine.

A successful candidate would be one who has a strong interest in implementing student-centered, evidence-based pedagogical practices and assessment strategies. In addition, we seek a collaborative educator who is also an enthusiastic teacher-scholar committed to supporting the diverse population of undergraduate students we are seeking to attract. The candidate should have a proposed research agenda geared toward a PUI. The department has the infrastructure to support animal research, shared equipment, and laboratory startup funds.

Candidates are expected to pursue external funding, disseminate results in refereed publications and conferences, and mentor undergraduate students in the laboratory. While the specific area of research focus is broad, the ability to engage undergraduate students in research is essential.

Teaching responsibilities will include teaching Physiology, and upper-level courses based on their area of expertise that complement or expand current offerings in the department. Of interest is experience or the ability to teach Comparative Anatomy, Nursing Anatomy and Physiology.

Requirements

Minimum Qualifications

* Candidates must hold a Ph.D. in a physiology or a related specialty.

* Experience teaching or training to teach in a college setting using active teaching strategies.

* Record of scholarship that demonstrates commitment and ability to pursue external funding, disseminate results in refereed publications and conferences, and engage undergraduates in scholarly activity.

Preferred Qualifications

* Postdoctoral training (or other relevant experience).

* Commitment and ability to innovative, evidence-based teaching strategies that enhance student learning outcomes for a diverse undergraduate student body.

* Commitment to service of the department, college, university, and community in alignment with the mission of the university.

* Commitment to student-centered mentoring and advising a students' holistic development, including encouraging students to reflect and engage with biology/science in a broader social context.

* Knowledge of the needs of students transitioning to university learning environment.

* Experience working with undergraduate…