Parsons School of Design, a college of The New School, invites candidates for a tenure-track appointment as Assistant Professor of Indigenous Building and Regenerative Practices in the School of Constructed Environments.

They seek candidates who are engaged in indigenous building and regenerative material practices. An ideal candidate will be an active practitioner, educator, and/or researcher in this field of work, informed and in active dialogue with indigenous frameworks of meaning, history, and culture. They are especially interested in candidates who embody a depth of indigenous knowledge embracing longstanding and active cultural frameworks.

They welcome candidates whose building, architecture, and design practices embrace regenerative material and land practices, and whose work includes climate and environmental justice. While recognizing the global, cross-cultural scope of indigenous building practice, this position has a Northeast regional lens within the context of Manhattan. The ideal Assistant Professor candidate at the New School will demonstrate active dialogue with indigenous communities, locally and/or broadly. Candidates will lead seminary courses and design studios in building, architecture, and indigenous practices at the graduate and undergraduate levels. The candidate should be able to engage students with a diversity of skills, backgrounds, and interests. 

Responsibilities:

• The work of this faculty member is divided between (1) teaching, (2) scholarship or professional/creative practice, and (3) university service.
• The standard teaching load is five courses––or the equivalent––per academic year. Within their field of expertise, the faculty member will be expected to teach undergraduate, including First Year, as well as graduate courses, to majors and non-majors.
• You will hold regular office hours, and participate in extracurricular teaching activities such as critiques, review panels, thesis supervision, independent study, and advising. University service includes program, Parsons, and New School assignments on committees and task forces, and as program directors or associate directors with a reduced teaching load in graduate and undergraduate programs, including the undergraduate First Year.
• All faculty are expected to be engaged with scholarship or professional/creative practice at a level commensurate with their faculty rank.

Minimum Qualifications:

• An B.Arch, M.Arch or alternative terminal degree in a related field, or equivalent professional or life experience. 
• Ongoing engagement with Indigenous community.
• Active/current professional practice or creative/critical scholarship that demonstrates significant creative and professional achievement.
• Two years teaching at college, university, community-based, and / or secondary education level with evidence of engagement with course and syllabus development / planning.
• Strong interest in working collaboratively across Parsons and the University.
• Ability to work effectively as part of a team, as a collaborator or lead.
• Excellent interpersonal and organizational skills, including the ability to meet deadlines, communicate and motivate effectively.
• Evidence of a commitment to educational equity in teaching, research, scholarship, professional/creative practice, or other experience.
• Evidence of cross-cultural communication skills in teaching, research, scholarship, professional/creative practice, or other experience.
• Evidence of demonstrated interest in / building the ability to mentor and support students from diverse backgrounds, to develop and nurture the individual student’s abilities, and a strong commitment to progressive education. This evidence can be in a candidate’s teaching, research, scholarship, professional/creative practice, or other experience.
• Evidence of a commitment to diversity and inclusion (in classroom, campus, community) in teaching, research, scholarship, professional/creative practice, or other experience.

Preferred Qualifications:

• Experience in higher education academic setting, with a working knowledge of curriculum development, student support, and management.
• Experience teaching English language learners, students from low income backgrounds, and first generation college students. 
• University-level teaching that includes a combination of studios, seminars, and tutorials, at the undergraduate and graduate levels.
• Experience with / commitment to curricular and community-building work for first-year college students; capacity to lead in the context of a first-year studies program.