London Faculty Member: Economics

London Faculty Member:
Economics

Location:

On‑site – London. Organisation:
Verto Education.

Successful candidates will be highly motivated, energetic, student‑oriented educators who bring courses to life for students through a combination of active classroom learning and experiential education. Faculty must possess a commitment to undergraduate teaching and experiential education, and be prepared to work with diverse students early in their higher education journey.

Faculty work with program staff to embed active and experiential activities into the course and will teach in traditional face‑to‑face classroom settings as well as take students into the community. Verto’s academic team provides ongoing faculty training and support, offers regular feedback and coaching, and offers access to a wide variety of teaching and professional development resources and course/student support structures.

Faculty are encouraged to collaborate with peers in their disciplines across the global Verto network.

• Develop and deliver course(s) utilizing the provided academic policies, course syllabi and LMS (Canvas) and textbook resources, templates and timelines.
• Adhere to all local and global faculty and course requirements, including delivery of all expected contact hours and adherence to teaching schedule and curriculum.
• Demonstrate appropriate conduct and treat all students, faculty and staff with respect to create an inclusive environment.
• Develop relevant, discipline‑based, up‑to‑date course content and applied learning experiences. Willingness to advance curricular experimentation, particularly related to active and experiential learning, student development, learning assessment (e.g., rubrics) and technology (e.g., AI, Canvas) and following established best practices for curriculum development and openness to feedback is important.
• Evaluate students’ homework and provide regular and formative feedback, and score student work in a timely and constructive manner. Assess student mastery of Course Objectives and Student Learning Outcomes in your course(s).
• New faculty are expected to participate in up to ten hours of faculty training & development every semester prior to program start date and an additional five hours of ongoing professional development throughout the semester. Attend regular faculty meetings (1×1 and group) throughout the semester. Returning faculty are expected to contribute to ongoing faculty development and may be asked to share good practices, lead training, conduct course observations and/or mentor peer / new faculty or contribute to course‑specific projects.
• Teach all scheduled courses and host weekly office hours, respond in a timely, specified manner to student inquiries. Communicate promptly with local academic staff in the event of emergencies.
• Champion student success by holistic student support, monitoring student attendance & engagement, communicating care and concern requests to academic staff. Diligently meet the specific, documented ongoing needs of students with academic accommodations. Refer students to appropriate learning support services and interventions.
• Educate participants and enforce policies on Attendance and Academic Integrity, and proactively and professionally address any related grading questions, concerns or appeals with students directly, consulting with local academic staff as needed.
• Follow established academic calendar(s), relevant parts of term and grading progress and policies, and maintain highly accurate academic records related to student enrollments, attendance and academic performance.
• Accurately calculate and submit grades on‑time through the LMS and via the Academic Provider’s grade reporting software (Banner), following established mid‑term and end‑of‑term grade reporting timelines and protocols. Respond to student inquiries related to their grades in a timely manner including any grade disputes or discrepancies after the final grading period.
• Foster learning environments that are respectful and positive, conducive to early college student development, adhere to Verto values, and that are characterized by learner‑centered…