Sessional Lecturer - NEW495Y1Y - Community Engaged Learning
About the role
Date Posted: 06/19/2026Req ID: 48830Faculty/Division: Faculty of Arts & ScienceDepartment: New CollegeCampus: St. George (Downtown Toronto) Existing Vacancy: Yes
Description:The Community Engaged Learning Program at New College seeks a sessional lecturer from September 1, 2026 – May 6, 2027, for the following in-person course: NEW495Y1Y – Community Engaged Learning: Critical and Creative Perspectives on the Non-Profit Sector A placement-based course in which students develop knowledge, practice and professional skills appropriate to the social purpose sector while working to support programming for community partners. The accompanying seminar considers critical social justice issues and creative models of community-engagement practice from grassroots, community and non-profit organizations and other perspectives that support students’ experiential, participatory and reflective learning. Enrolment Estimate: 27 students Estimated TA Support: 60 hours Class Schedule: Lecture: Wednesday 5:00 p.m. – 8:00 p.m. Salary: Sessional Lecturer I: $19,994.95 Sessional Lecturer I (Long-term): $21,398.43 Sessional Lecturer II: $21,398.43 Sessional Lecturer II (Long-term): $21,907.92 Sessional Lecturer III: $21,907.92 Sessional Lecturer III (Long-term): $22,457.80 Note: This course will be delivered in an in-person format. However, please note that, in keeping with current circumstances, the course delivery may change as determined by the Faculty or the Department NEW495Y1Y is one of two placement-based seminars that are part of Community Engaged Learning. All students in the course are admitted through an application process and will have been already placed in a community organization where they work 5-8 hours a week during the academic year. This Community Engaged Learning (CEL) course is designed to bridge rigorous theoretical frameworks with meaningful, reciprocal community action. Rather than a traditional service learning model, this course requires an instructor who can ground students in a critique of the structural roots of injustice, including colonialism, capitalism, and state power, while facilitating meaningful, reciprocal collaborations with local grassroots organizations. This course will also feature a number of guest speakers, field trips and skill building workshops that will be organized concurrently with the other NEW495Y section. Some additional coordination with the CEL Coordinator will be required. Minimum Qualifications Completed or near completed Ph.D. (or equivalent) required. Academic background in social justice education and familiarity with innovative, anti-oppressive, community facing pedagogies is required. The candidate should have a research and/or teaching background in or across one or more of the following areas of scholarship: critical pedagogy, community-based participatory research, political economy, social movement histories, and a strong understanding of the relations of and between power, state violence, and capital. Preferred Qualifications Experience teaching equity and social justice issues in a university setting is preferred. Proven track record of guiding a diverse group of students from multidisciplinary backgrounds through the complexities of off-campus placements, action research, and community-led projects. Responsibilities Normal duties related to the design and teaching of a university credit course, including preparation and delivery of course content; development, administration and marking of assignments, tests and exams; calculation and submission of grades; and holding regular office hours. Facilitating critical reflection, helping students connect theoretical frameworks of social justice directly to their practical, real-world community experiences. Meeting with the CEL coordinator to plan activities, assignments, and plenary sessions. It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Application Process Applicants should submit in one consolidated application package (e.g., PDF or Word document): (1) a detailed letter of application; (2) an updated curriculum vitae; (3) names and contact information (email and phone) for two referees or two reference letters; (4) evidence of teaching in the relevant area, including student evaluations if available; (5) the CUPE 3902 Unit 3 application form located here: CUPE 3902 Unit 3 Application Form. Applications should be sent, by July 16 2026, to: Community Engaged Learning c/o New College Program Administrator E-mail: nc.hiring@utoronto.ca Only applications submitted to the email address listed above will be considered. Closing Date: 07/16/2026, 11:59PM EDT** This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement. It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail. Preference in hiring is given to qualified individuals advanced to the rank of Sessional Lecturer II or Sessional Lecturer III in accordance with Article 14:12 of the CUPE 3902 Unit 3 collective agreement. Please note: Undergraduate or graduate students and postdoctoral fellows of the University of Toronto are covered by the CUPE 3902 Unit 1 collective agreement rather than the Unit 3 collective agreement, and should not apply for positions posted under the Unit 3 collective agreement.
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About University of Toronto
The Department of Leadership, Higher & Adult Education (LHAE) at the Ontario Institute for Studies in Education is a dynamic and inclusive learning community comprised of scholars focused on educational leadership and administration, policy and change, social justice, and community engagement.
Our department considers education broadly, as it occurs inside and outside of formal educational settings. Our courses and programs consider relations between different social settings, such as families, workplaces, local communities, and national and international contexts.
Themes running through our research and teaching include equity and social justice, professional education, policy studies, educational leadership and organizations and adult learning within institutions and settings.
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Sessional Lecturer - NEW495Y1Y - Community Engaged Learning
About the role
Date Posted: 06/19/2026Req ID: 48830Faculty/Division: Faculty of Arts & ScienceDepartment: New CollegeCampus: St. George (Downtown Toronto) Existing Vacancy: Yes
Description:The Community Engaged Learning Program at New College seeks a sessional lecturer from September 1, 2026 – May 6, 2027, for the following in-person course: NEW495Y1Y – Community Engaged Learning: Critical and Creative Perspectives on the Non-Profit Sector A placement-based course in which students develop knowledge, practice and professional skills appropriate to the social purpose sector while working to support programming for community partners. The accompanying seminar considers critical social justice issues and creative models of community-engagement practice from grassroots, community and non-profit organizations and other perspectives that support students’ experiential, participatory and reflective learning. Enrolment Estimate: 27 students Estimated TA Support: 60 hours Class Schedule: Lecture: Wednesday 5:00 p.m. – 8:00 p.m. Salary: Sessional Lecturer I: $19,994.95 Sessional Lecturer I (Long-term): $21,398.43 Sessional Lecturer II: $21,398.43 Sessional Lecturer II (Long-term): $21,907.92 Sessional Lecturer III: $21,907.92 Sessional Lecturer III (Long-term): $22,457.80 Note: This course will be delivered in an in-person format. However, please note that, in keeping with current circumstances, the course delivery may change as determined by the Faculty or the Department NEW495Y1Y is one of two placement-based seminars that are part of Community Engaged Learning. All students in the course are admitted through an application process and will have been already placed in a community organization where they work 5-8 hours a week during the academic year. This Community Engaged Learning (CEL) course is designed to bridge rigorous theoretical frameworks with meaningful, reciprocal community action. Rather than a traditional service learning model, this course requires an instructor who can ground students in a critique of the structural roots of injustice, including colonialism, capitalism, and state power, while facilitating meaningful, reciprocal collaborations with local grassroots organizations. This course will also feature a number of guest speakers, field trips and skill building workshops that will be organized concurrently with the other NEW495Y section. Some additional coordination with the CEL Coordinator will be required. Minimum Qualifications Completed or near completed Ph.D. (or equivalent) required. Academic background in social justice education and familiarity with innovative, anti-oppressive, community facing pedagogies is required. The candidate should have a research and/or teaching background in or across one or more of the following areas of scholarship: critical pedagogy, community-based participatory research, political economy, social movement histories, and a strong understanding of the relations of and between power, state violence, and capital. Preferred Qualifications Experience teaching equity and social justice issues in a university setting is preferred. Proven track record of guiding a diverse group of students from multidisciplinary backgrounds through the complexities of off-campus placements, action research, and community-led projects. Responsibilities Normal duties related to the design and teaching of a university credit course, including preparation and delivery of course content; development, administration and marking of assignments, tests and exams; calculation and submission of grades; and holding regular office hours. Facilitating critical reflection, helping students connect theoretical frameworks of social justice directly to their practical, real-world community experiences. Meeting with the CEL coordinator to plan activities, assignments, and plenary sessions. It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Application Process Applicants should submit in one consolidated application package (e.g., PDF or Word document): (1) a detailed letter of application; (2) an updated curriculum vitae; (3) names and contact information (email and phone) for two referees or two reference letters; (4) evidence of teaching in the relevant area, including student evaluations if available; (5) the CUPE 3902 Unit 3 application form located here: CUPE 3902 Unit 3 Application Form. Applications should be sent, by July 16 2026, to: Community Engaged Learning c/o New College Program Administrator E-mail: nc.hiring@utoronto.ca Only applications submitted to the email address listed above will be considered. Closing Date: 07/16/2026, 11:59PM EDT** This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement. It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail. Preference in hiring is given to qualified individuals advanced to the rank of Sessional Lecturer II or Sessional Lecturer III in accordance with Article 14:12 of the CUPE 3902 Unit 3 collective agreement. Please note: Undergraduate or graduate students and postdoctoral fellows of the University of Toronto are covered by the CUPE 3902 Unit 1 collective agreement rather than the Unit 3 collective agreement, and should not apply for positions posted under the Unit 3 collective agreement.
Not the right fit? Search for Sessional Lecturer jobs in Toronto, Ontario, Canada
About University of Toronto
The Department of Leadership, Higher & Adult Education (LHAE) at the Ontario Institute for Studies in Education is a dynamic and inclusive learning community comprised of scholars focused on educational leadership and administration, policy and change, social justice, and community engagement.
Our department considers education broadly, as it occurs inside and outside of formal educational settings. Our courses and programs consider relations between different social settings, such as families, workplaces, local communities, and national and international contexts.
Themes running through our research and teaching include equity and social justice, professional education, policy studies, educational leadership and organizations and adult learning within institutions and settings.