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Dalhousie University | Halifax Mid Harbour Nova Scotia Provincial Government, Nova Scotia | Canada | about 1 month ago
Location Halifax, Nova Scotia, Canada Job Summary & Key Responsibilities A qualified Part-Time Academic is needed to teach the following course from Jan 11th to April 13th , 2027. Class is delivered in
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load is four course sections per year, typically two in the fall and two in the spring. Educational leadership faculty also engage in self-directed service, scholarly activity, and other initiatives
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. The intial appointment is for 2 years, subject to work performance and funding, with the possibility of extension. Working under the direction of Dr. Mathieu Bourbonnais, the successful candidate will bring
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Support: none Class Schedule: Thursdays from 11am –1pm** **The delivery method for this course is currently in-person. Please note that, in keeping with
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, 2026; 11:59 PM CL Credits: 3 (This course is not team-taught) Number of Positions Available: 1 Term: Fall 2026 Contract Dates: September 21 - October 23, 2026 Course Dates: September 28 - October 9, 2026
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. This position is covered by the AMURE collective agreement: https://www.mcgill.ca/hr/files/hr/2023-2027_collective_agreement_amure_ras_final_-_with_signatures_-_for_printing_cover_page_reviewed.pdf Be fore
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reading Posting Dates: July 29 - August 11, 2026 Application Deadline: August 11, 2026, 11:59 p.m. CL Credits: 3 (This course is not team-taught) Number of Positions Available: 1 Term: Fall 2026 Contract
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University of Toronto | Downtown Toronto University of Toronto Harbord, Ontario | Canada | about 2 months ago
, FirstName_Course Code”. Email Subject: “LastName, FirstName_Course Code” Closing Date: August 6, 2026, 11:59PM EDT ** This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement. It is understood
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of Biomedical Engineering, please visit https://www.bme.ubc.ca/ . A Research Assistant/Technician position for developing molecular tools and techniques in high-throughput enzyme characterization is available in
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course will provide a brave space for Black self-identified educators and practitioners to deconstruct what it means to be Black from an intersectional lens navigating power and the complexities affiliated