Sessional Instructor - Design Thinking and Prototyping

📍 Job Overview

Job Title: Sessional Instructor - Design Thinking and Prototyping

Company: University Canada West

Location: Vancouver, BC, Canada

Job Type: Sessional / Contract

Category: Higher Education Instruction / Business & Technology

Date Posted: April 28, 2026

Experience Level: 5-10 Years (Implied from Preferred Qualifications)

Remote Status: On-site

🚀 Role Summary

• Deliver engaging and learner-centered instruction in Design Thinking and Prototyping courses.

• Contribute to curriculum development and refinement to ensure academic rigor and industry relevance.

• Assess student progress, provide constructive feedback, and offer academic support to foster student success.

• Leverage academic technologies and innovative teaching methodologies to enhance the learning experience.

• Maintain currency in the field through scholarly activities and industry engagement.

📝 Enhancement Note: This role is for a sessional instructor, implying a contract-based position focused on specific course delivery rather than a permanent faculty appointment. The "Sessional Instructor" title and the nature of the courses (MENT 602, MENT 610) suggest a focus on practical application and entrepreneurship within a business school context, specifically targeting graduate-level students. The implied experience level is derived from the "Preferred" qualifications, which often indicate the ideal candidate profile.

📈 Primary Responsibilities

• Develop and deliver dynamic lectures, workshops, and learning activities for courses such as MENT 602 (Design Thinking) and MENT 610 (Prototyping for Entrepreneurs).

• Design and implement diverse assessment methods (assignments, papers, exams) to evaluate student understanding and achievement of learning outcomes.

• Provide timely, constructive, and actionable feedback to students to support their academic and professional development.

• Foster an inclusive and equitable learning environment that encourages critical thinking, debate, and peer collaboration.

• Integrate academic technologies and digital tools into the teaching and learning process to enhance engagement and accessibility.

• Revise and adapt course materials, syllabi, and learning resources to align with pedagogical standards and evolving industry trends.

• Offer academic support to students through scheduled office hours, email communication, and group study sessions.

• Make appropriate referrals for students requiring specialized academic or personal support services.

• Contribute to curriculum development and revision initiatives within the department, collaborating with colleagues to ensure program quality.

• Establish and maintain connections with relevant industry professionals and associations to inform curriculum and student career readiness.

• Attend department and university faculty meetings pertinent to instructional responsibilities and institutional governance.

• Participate in professional development opportunities, including conferences, seminars, and workshops, to stay current in their field and in teaching methodologies.

• Conduct research in their area of expertise or in the scholarship of teaching and learning.

• Potentially instruct across various programs, including ACBSP-accredited BCom and MBA programs, BA in Business Communications, or Associate of Arts degrees, depending on expertise.

• Engage in service activities, such as committee work and student coaching, as part of faculty responsibilities.

📝 Enhancement Note: The responsibilities listed are a detailed expansion of the core duties of a university instructor, emphasizing the practical and learner-centered aspects relevant to business and entrepreneurship programs. The inclusion of "service" responsibilities, such as committee work, is typical for faculty roles, even sessional ones, indicating a broader engagement with the university community.

🎓 Skills & Qualifications

Education:

• Minimum: Master's degree in a relevant discipline with a strong industry background in Strategic Management.

• Preferred: Terminal degree (PhD/DBA) in a relevant discipline, such as Strategic Management.

Experience:

• Demonstrated experience in effective teaching at the post-secondary level.

• Preferred: 5+ years of post-secondary teaching experience across face-to-face, blended, and online environments.

• Preferred: Professional experience in industry or business, particularly relevant to design thinking and entrepreneurship.

• Preferred: Demonstrated experience employing active learning, experiential learning, and learner-centered approaches.

• Preferred: Knowledge and experience in course design and development.

Required Skills:

• Design Thinking: Deep understanding and practical application of design thinking methodologies for problem-solving and innovation.

• Prototyping: Proficiency in developing and testing prototypes for new products, services, or business models.

• Post-secondary Teaching: Proven ability to deliver engaging and effective instruction at the university level.

• Curriculum Development: Capacity to contribute to the design, revision, and adaptation of course content and learning objectives.

• Student Assessment & Feedback: Skill in designing and implementing fair and effective assessments, providing constructive and actionable feedback.

• Academic Technology: Willingness and ability to utilize and learn academic technologies and tools to enhance student learning.

• Experiential Learning: Ability to employ active learning and experiential learning strategies to facilitate practical application of knowledge.

• Strategic Management: Solid understanding of strategic management principles, particularly relevant for business and entrepreneurship courses.

• Inclusive Teaching Practices: Demonstrated ability and commitment to cultivating equitable and inclusive learning environments for diverse student populations.

• Communication Skills: Excellent interpersonal, oral, and written communication skills for effective interaction with students, colleagues, and industry professionals.

Preferred Skills:

• Product Design: Specific expertise or experience in product design principles and practices.

• Course Design & Development: Proven track record in designing and developing university-level courses.

• Online & Blended Learning: Extensive experience teaching effectively in online and blended learning formats.

• Business Acumen: Extensive professional experience in industry or business, providing real-world context to teaching.

• Scholarship of Teaching and Learning: Experience or interest in researching and contributing to pedagogical advancements.

📝 Enhancement Note: The "General Requirements and Competencies" and "Specific Requirements and Competencies" sections are combined and categorized here for clarity. The implied experience level of "5-10 Years" is derived from the preferred qualification of "5+ years experience post-secondary teaching." The specific requirement for a "Degree in Design Thinking and or experience in Product Design" is highlighted.

📊 Process & Systems Portfolio Requirements

Portfolio Essentials:

• Sample Syllabi: A well-structured and comprehensive sample syllabus for a relevant course (e.g., Design Thinking or Prototyping) demonstrating alignment with pedagogical standards and learning outcomes.

• Teaching Philosophy Statement: A clear articulation of your approach to teaching, learner engagement, and student support, emphasizing learner-centered and experiential methodologies.

• Evidence of Teaching Experience: Documentation or descriptions of past teaching assignments, including course names, student enrollments, and teaching formats (face-to-face, online, blended).

• Sample Assessment Materials: Examples of assignments, quizzes, or exam questions that reflect effective assessment strategies for design thinking and prototyping concepts.

• Student Feedback/Evaluations (Optional but Recommended): Summaries or anonymized examples of positive student feedback or course evaluations that highlight teaching effectiveness.

Process Documentation:

• Course Design & Adaptation: Ability to demonstrate the process of designing new courses or adapting existing ones to meet specific learning objectives and industry needs, particularly for Design Thinking and Prototyping.

• Assessment Design: Process for creating and implementing various assessment methods that accurately measure student comprehension and application of complex concepts.

• Feedback Delivery: Methodology for providing timely, constructive, and actionable feedback to students that facilitates learning and skill development.

• Technology Integration: Process for identifying, evaluating, and integrating academic technologies to enhance teaching and learning experiences.

📝 Enhancement Note: For an instructor role, a "portfolio" typically refers to a collection of materials that demonstrate teaching effectiveness and pedagogical approach, rather than a project-based portfolio common in operations roles. The emphasis here is on showcasing course design, assessment strategies, and teaching philosophy.

💵 Compensation & Benefits

Salary Range:

• The provided salary information indicates a sessional rate with a maximum of $7,319 CAD per year. This is likely a fixed rate per course or per term for a sessional instructor, rather than an annual salary for a full-time position.

• Estimated Per-Course Compensation: Based on typical university sessional instructor rates in Canada, a single course might range from $5,000 to $12,000+ CAD, depending on the institution, course level (graduate vs. undergraduate), and instructor experience. The $7,319 annual maximum suggests this might cover one or two courses per academic year.

Benefits:

• As a sessional instructor, comprehensive benefits packages (health insurance, retirement plans, paid time off) are typically not provided or are very limited, depending on provincial labor laws and specific contract terms.

• Potential benefits may include:

  • Access to university libraries and research resources.
  • Opportunities for professional development workshops offered by the university.
  • Potential for future sessional appointments based on performance.

Working Hours:

• The role is described as "Sessional," indicating a contract for a specific academic term or course.

• While the total annual compensation suggests a part-time commitment, the actual weekly hours will vary significantly based on the number of courses taught and the demands of course preparation, delivery, assessment, and student support.

• A typical sessional instructor might dedicate 6-12 hours per week per course, including lecture time, preparation, grading, and student meetings. The "working_hours": 40 from the input data is likely a placeholder and not representative of a full-time commitment.

📝 Enhancement Note: The provided salary is extremely low for an annual salary and is more representative of a sessional rate for one or two courses. The "working_hours": 40 is interpreted as a placeholder, as sessional instructor roles are typically not full-time. Salary estimates are based on general knowledge of Canadian post-secondary compensation for sessional faculty.

🎯 Team & Company Context

🏢 Company Culture

Industry: Higher Education (Business & Technology Focused University)

Company Size: Medium to Large (Implied by growth and new campus)

Founded: 2004 (University Canada West)

Team Structure:

• Faculty Department: Instructors will be part of a faculty department, likely within the MBA or Business programs, working alongside full-time faculty, other sessional instructors, and program administration.

• Reporting Structure: Sessional instructors typically report to a Program Head, Department Chair, or Dean, who oversees curriculum, faculty performance, and academic standards.

• Cross-functional Collaboration: Collaboration will occur with colleagues on curriculum development, teaching methodologies, and student support initiatives. Interaction with administrative staff for course logistics and student services is also expected.

Methodology:

• Learner-Centered Education: The university emphasizes a learner-centered approach, focusing on interactive, experiential education.

• Business & Technology Focus: Courses and programs are oriented towards business and digital literacy skills, preparing students for industry.

• ACBSP Accreditation: Programs like the BCom and MBA are ACBSP accredited, indicating adherence to specific quality standards in business education.

• Scholarly Activity: Faculty are expected to stay active in their fields through scholarly activities, contributing to the university's academic reputation.

Company Website: https://www.ucanwest.ca/

📝 Enhancement Note: The company context is derived from the provided job description and general knowledge of University Canada West. The emphasis on "growth," a "new campus," and a "fastest growing MBA program" highlights a dynamic and expanding institution. The "Industry" is specifically Higher Education with a strong business and technology orientation.

📈 Career & Growth Analysis

Operations Career Level: This role is focused on Instruction and Pedagogy, not traditional Revenue/Sales/Marketing Operations. It falls within the academic career path of a university instructor.

Reporting Structure:

• Sessional instructors report to academic leadership (e.g., Program Head, Dean).

Operations Impact:

• The "impact" of an instructor is measured by student learning outcomes, student success rates, and contributions to the university's academic reputation and program quality.

Growth Opportunities:

• Future Sessional Appointments: Demonstrating excellence in teaching and course delivery can lead to ongoing sessional contracts.

• Curriculum Development Roles: Opportunities to take on more significant roles in curriculum design and program development.

• Full-Time Faculty Positions: Potential pathways to full-time faculty positions, though competitive.

• Professional Development: Access to workshops and seminars to enhance teaching skills, subject matter expertise, and academic technology proficiency.

• Industry Engagement: Opportunities to build and maintain industry networks, which can lead to consulting or research collaborations.

• Scholarship of Teaching and Learning: Engaging in research related to teaching practices can lead to publications and presentations in academic circles.

📝 Enhancement Note: This section is adapted to the context of an academic role rather than a corporate operations role. The "impact" and "growth" are framed within the university's mission and the instructor's career progression in education.

🌐 Work Environment

Office Type: University Campus Environment. Instructors will primarily work from classrooms, potentially a shared faculty office space, and their own home office for preparation and grading.

Office Location(s): Vancouver House Campus, Vancouver, BC. This is a modern, new campus.

Workspace Context:

• Classroom Environment: Engaging with students in a classroom setting, utilizing AV equipment and potentially interactive whiteboards.

• Collaborative Spaces: Opportunities to collaborate with colleagues in faculty lounges, meeting rooms, or through informal discussions.

• Technology Access: Access to university IT resources, learning management systems (LMS), and potentially specialized software relevant to design and prototyping.

• Student Interaction: Dedicated time for student consultations, office hours, and support sessions.

Work Schedule:

• Flexible, but demanding during the academic term.

• Requires presence on campus for scheduled lectures, seminars, and potentially office hours.

• Significant time commitment is expected for course preparation, grading, and administrative tasks outside of scheduled class times.

• The "work_arrangement": "On-site" is confirmed, necessitating physical presence at the campus.

📝 Enhancement Note: The description of the "new campus at Vancouver House" suggests a modern and well-equipped academic facility. The work environment is typical for a university instructor, balancing classroom delivery with independent preparation and administrative duties.

📄 Application & Portfolio Review Process

Interview Process:

• Application Submission: Submit a single PDF file including a cover letter, CV, sample syllabi, and teaching portfolio.

• Initial Screening: Review of submitted materials by the hiring committee to assess qualifications, teaching experience, and alignment with course requirements.

• Interview: Shortlisted candidates will likely undergo an interview, potentially including:

  • Discussion of teaching philosophy and experience.
  • Questions about their approach to design thinking and prototyping instruction.
  • Scenarios related to student engagement, assessment, and classroom management.
  • Questions about their ability to teach in face-to-face, blended, and online formats.

• Teaching Demonstration (Possible): Candidates may be asked to deliver a short sample lecture or teaching segment on a relevant topic.

• Final Decision: Selection based on the overall assessment of qualifications, interview performance, and submitted materials.

Portfolio Review Tips:

• Tailor Your Cover Letter: Clearly indicate the specific program(s) and course(s) you are applying for, and highlight how your expertise aligns with Design Thinking and Prototyping.

• Showcase Teaching Effectiveness: Your CV and portfolio should emphasize your ability to engage students, foster learning, and provide effective feedback. Use action verbs and quantify achievements where possible.

• Sample Syllabi: Ensure your sample syllabi are comprehensive, well-organized, and clearly outline learning objectives, course structure, assessment methods, and policies. Demonstrate an understanding of post-secondary pedagogical standards.

• Teaching Philosophy: Articulate a clear, concise, and compelling teaching philosophy that reflects learner-centered and experiential approaches, aligning with UCW's values.

• Evidence of Scholarly Activity: Include any relevant publications, conference presentations, or research related to your field or the scholarship of teaching and learning.

• Professionalism: Ensure all submitted materials are professionally presented, error-free, and submitted in the requested format (single PDF).

Challenge Preparation:

• Design Thinking & Prototyping Concepts: Be prepared to discuss core concepts, methodologies, and practical applications of Design Thinking and Prototyping, especially in an entrepreneurial context.

• Pedagogical Approaches: Be ready to discuss your teaching strategies, particularly active learning, experiential learning, and how you foster critical thinking and debate in the classroom.

• Technology Integration: Discuss how you use academic technologies to enhance learning and your willingness to learn new tools.

• Handling Difficult Situations: Prepare for questions about managing classroom challenges, addressing diverse student needs, and providing constructive feedback.

📝 Enhancement Note: This section is tailored to an academic hiring process, focusing on the review of teaching credentials and pedagogical materials rather than operational project portfolios.

🛠 Tools & Technology Stack

Primary Tools:

• Learning Management System (LMS): University Canada West likely uses a standard LMS (e.g., Moodle, Canvas, Blackboard) for course delivery, assignment submission, grading, and communication. Proficiency with at least one LMS is essential.

• Video Conferencing Tools: For blended or online components, familiarity with platforms like Zoom, Microsoft Teams, or similar for virtual lectures and meetings.

• Presentation Software: Standard tools like Microsoft PowerPoint or Google Slides for lecture preparation.

• Collaboration Tools: Potentially tools like Google Workspace (Docs, Sheets, Slides) or Microsoft 365 for collaborative document creation and sharing.

Analytics & Reporting:

• LMS Analytics: Ability to interpret data from the LMS regarding student engagement, assignment completion, and performance metrics.

• Student Information System (SIS): Familiarity with university SIS for managing student records and grades.

CRM & Automation:

• Not directly applicable to the core teaching role, but may interact with university systems for student advising or administrative purposes.

📝 Enhancement Note: The technology stack for an instructor role focuses on educational technology and administrative systems rather than business operations software. Proficiency with an LMS is a key requirement.

👥 Team Culture & Values

Operations Values: (Interpreted as University/Departmental Values for Faculty)

• Learner-Centered: A strong commitment to student success, engagement, and development as the primary focus of teaching.

• Academic Excellence: Upholding high standards of teaching, curriculum quality, and scholarly activity.

• Innovation & Experiential Learning: Embracing modern pedagogical approaches, including active and experiential learning, to prepare students for real-world challenges.

• Inclusivity & Equity: Dedication to creating a welcoming and supportive learning environment for students from diverse backgrounds.

• Collaboration & Community: Contributing positively to the faculty team, departmental initiatives, and the broader university community.

• Professionalism & Currency: Maintaining up-to-date knowledge in their field and in teaching practices, demonstrating professionalism in all interactions.

Collaboration Style:

• Team-Oriented: Willingness to work collaboratively with colleagues on curriculum design, teaching strategies, and student support.

• Open Communication: Fostering an environment of open dialogue and constructive feedback among faculty and with students.

• Shared Responsibility: Contributing to departmental meetings and initiatives, sharing best practices and supporting university goals.

• Cross-Functional Interaction: Engaging with administrative staff, student services, and potentially industry partners to enhance the student experience and program relevance.

📝 Enhancement Note: This section reinterprets "Operations Values" and "Collaboration Style" to align with the academic context and the values expected of university faculty members at an institution like UCW.

⚡ Challenges & Growth Opportunities

Challenges:

• Balancing Sessional Demands: Managing the workload of course preparation, delivery, assessment, and student support within the constraints of a sessional contract.

• Diverse Student Needs: Effectively teaching and supporting a diverse student body with varying academic backgrounds, learning styles, and cultural experiences.

• Keeping Pace with Innovation: Continuously updating knowledge in Design Thinking, Prototyping, and rapidly evolving academic technologies and teaching methodologies.

• Curriculum Relevance: Ensuring course content remains current and relevant to industry demands and the fast-paced business landscape.

• Transitioning to Online/Blended Formats: Adapting teaching strategies and content effectively for different learning modalities.

• Building Community as a Sessional: Integrating into the university community and contributing to its academic life while on contract.

Learning & Development Opportunities:

• Pedagogical Training: Access to workshops and resources on effective teaching strategies, curriculum design, and student assessment.

• Academic Technology Training: Opportunities to learn and master new educational technologies and platforms.

• Subject Matter Expertise: Continuous learning in Design Thinking, Prototyping, and related business fields through industry engagement and scholarly activity.

• Networking: Building connections with faculty, industry professionals, and peers through university events and professional associations.

• Scholarship of Teaching and Learning (SoTL): Opportunities to engage in research that explores and improves teaching and learning practices.

• Mentorship: Potential to be mentored by senior faculty or participate in peer mentoring programs.

📝 Enhancement Note: Challenges and growth opportunities are framed from the perspective of an academic instructor, focusing on pedagogical, professional, and subject-matter development.

💡 Interview Preparation

Strategy Questions:

• Teaching Philosophy: "Describe your teaching philosophy, particularly concerning learner-centered and experiential approaches in subjects like Design Thinking and Prototyping."

• Course Delivery: "How would you structure and deliver MENT 602 (Design Thinking) or MENT 610 (Prototyping for Entrepreneurs) to maximize student engagement and learning outcomes?"

• Assessment & Feedback: "What methods do you use to assess student learning in practical, creative courses, and how do you provide effective feedback to foster improvement?"

• Technology Use: "How do you integrate academic technologies into your teaching, and what is your experience with [mention specific LMS if known]?"

• Problem Solving: "Describe a challenging teaching situation you encountered and how you resolved it. How would you handle a student struggling with the concepts of prototyping?"

• Inclusivity: "How do you ensure an inclusive and equitable learning environment for students from diverse backgrounds?"

Company & Culture Questions:

• "What interests you about University Canada West and our approach to business education?"

• "How do you see your expertise in Design Thinking and Prototyping contributing to our MBA or BCom programs?"

• "What are your expectations regarding faculty collaboration and contribution to the university community as a sessional instructor?"

Portfolio Presentation Strategy:

• Highlight Key Materials: Be ready to walk through your sample syllabi, teaching philosophy, and any evidence of teaching effectiveness.

• Showcase Application: Explain how your sample materials demonstrate your ability to teach the specific courses (MENT 602/610) and align with UCW's pedagogical approach.

• Quantify Impact: If possible, use data or examples to illustrate the positive impact of your teaching on student learning and development.

• Conciseness and Clarity: Present your portfolio elements clearly and concisely, focusing on the most relevant and impactful aspects.

• Enthusiasm for the Subject: Convey passion for Design Thinking, Prototyping, and teaching entrepreneurship.

📝 Enhancement Note: Interview questions are tailored to an academic instructor role, focusing on pedagogy, subject matter expertise, and alignment with the university's mission.

📌 Application Steps

To apply for this Sessional Instructor position:

• Submit a Single PDF Document: Combine your cover letter, curriculum vitae (CV), sample syllabi, and teaching portfolio into one PDF file.

• Tailor Your Cover Letter: Clearly state which course(s) you are applying for and articulate how your specific skills and experience in Design Thinking and Prototyping align with the requirements.

• Optimize Your CV: Ensure your CV highlights relevant post-secondary teaching experience, industry background in Strategic Management or Product Design, and any scholarly accomplishments. Include your current physical address, email, and phone number.

• Showcase Your Pedagogy: Ensure your sample syllabi are comprehensive and demonstrate an understanding of course design, learning outcomes, and assessment strategies suitable for graduate-level business courses.

• Research UCW: Familiarize yourself with University Canada West's programs, mission, and values, particularly their emphasis on learner-centered and experiential education, to tailor your application and interview responses.

⚠️ Important Notice: This enhanced job description includes AI-generated insights and operations industry-standard assumptions. All details should be verified directly with the hiring organization before making application decisions.