Job description
Nova Institute of Philosophy invites applications for a full time Philosophy Lecturer to join our vibrant teaching and research community in Cambridge, MA. The position focuses on ethical theory, metaphysics, and logic, with an emphasis on clear argumentation and inclusive pedagogy. We seek a scholar who can both teach and contribute to a growing program through mentorship, collaboration, and public-facing philosophy.
As a core member of our faculty, you will participate in curriculum design, teach a diverse slate of courses at undergraduate and graduate levels, supervise student research, and contribute to the institute's research agenda.
Responsibility
- Teach undergraduate and graduate courses in philosophy across multiple modalities (in-person, online, hybrid).
- Develop innovative curricula and assessment strategies to improve student learning outcomes.
- Supervise theses, capstone projects, and independent research for undergraduate and graduate students.
- Conduct high-quality research leading to publications in peer-reviewed journals and conference presentations.
- Collaborate on grant proposals, program development, and interdisciplinary initiatives.
- Contribute to academic service, committees, and external outreach to promote philosophy within and beyond campus.
- Mentor students from diverse backgrounds and advance inclusive pedagogy and accessibility in learning.
Qualification
- PhD in Philosophy or related field from an accredited institution.
- Evidence of teaching excellence with strong student outcomes and willingness to innovate.
- Active research agenda and publications appropriate to career stage.
- Experience teaching diverse student populations and commitment to inclusive pedagogy.
- Experience with online and hybrid course design and delivery.
- Excellent written and verbal communication skills and ability to collaborate with colleagues.
- Ability to supervise student research, mentor junior faculty, and contribute to program development.
- Commitment to upholding academic integrity and fostering scholarly inquiry.