We're hiring!

Student Learning Development are looking for a GTA to help run 1:1 maths appointments and drop-in classes for students from any subject across campus.

PhD students from any subject area are eligible to apply. If you have the skills, we want to hear from you!

What would you be teaching?

  • Helping students with the maths that come up in their courses
  • Optionally, if you have a knowledge of stats, this would be useful to the team (but not essential!)
  • You're not expected to teach beyond your own level of knowledge
  • For a chat about the most common topics, contact our Maths and / or Stats Advisers (below)

Who would you be teaching?

  • Potentially students from any subject across campus - exciting variety
    • Most common Maths questions come from students in Engineering, Economics and Biology
    • Most common Stats questions come from students in Economics, Biology, Psychology, Sociology, and Geography
  • A range of undergrad and postgrad students

When would you be teaching?

  • Flexible to suit your schedule, with defined hours agreed at the start of each semester
  • Each contract is for up to 100 hours per year
  • Average ~4h per week during term time
  • Peak times around exams in Nov/Dec and in Apr/May, and again at resit time in Jul/Aug

Job title: "PhD Student (Tutor) - Maths & Stats Team"

Important: read the 'Advice for your Application' guidance further down this page. If you upload a CV without a cover letter which shows us how you fulfil each of the essential criteria for the post, you are unlikely to be offered an interview.

After reading the full guidance, click here to apply: gla.ac.uk/jobs

Vacancy reference #144391

 

Hear what previous GTAs in our department have to say about working with us

Advice for your application

Why work with SLD?

  • We're a large and friendly team!
    • 14 permanent staff and 20+ GTAs
    • You'll get access to a Teams Channel where you can learn about how a university teaching department operates behind the scenes
  • You'll join our active Maths & Stats subteam who meet regularly to
    • share experiences and advice
    • engage in reading groups on topics such as maths anxiety
  • Range of tutoring experiences available, from 1:1 appointments, to drop-ins, to larger scheduled classes
  • Additional opportunities for personal career development
    • Training in teaching and tutoring
    • Teaching alongside our permanent staff
    • Improve your digital skills experience, e.g. building Moodle lessons and quizzes
    • Freedom to build and teach an elective module about your research topic of choice for Transition 2 Glasgow (T2G), our course for incoming undergraduates, just before semester starts each September (www.gla.ac.uk/t2g)
  • Work in the McMillan Reading Room - one of the best-looking buildings on campus...

Showing us how you meet the essential criteria (don't just upload your standard CV)

The job description includes 'essential criteria'. This means that if you do not tell us that you have these essential skills, experiences and qualifications in your application, we are unable to offer you an interview.

Simply uploading your standard CV is unlikely to achieve this.

We are looking for candidates who will teach well, and who are interested and motivated by this particular role. Successful candidates will likely have:

  • written a cover letter to tell us briefly why they would like this job, not just any job
  • mentioned briefly how they meet each of the essential criteria from the job description

Example excerpt from a cover letter

The following criteria come from a previous, different job advert.

Use these example responses here to help you think about structuring your own responses as part of your cover letter.

-----

Dear hiring committee

I am interested in this role because [insert reasons].

I feel that I am qualified for the post because I meet the essential criteria from the job description in the following ways.

Knowledge / Qualifications 

  • Essential: 
    • A1 – A first degree (in a subject relevant to College remit) 
      • I have a BSc (Hons) in [degree topic].
    • A2 – Knowledge and understanding of the current teaching, learning and assessment practice
      • I attended drop-in classes during my own degree on similar topics to the ones I would teach in this role. I have spoken to previous tutors about their experiences and the teacher training they received, and I understand how important it is for students to receive active practice in their subject while on their courses.
    • ...etc.
  • Desirable: 
    • B1 – PhD or relevant professional experience 
      • I am in the final stages of my PhD in [PhD topic]. 
    • B2 – Understanding of the role of technology in supporting student learning 
      • I have experience of using Moodle, Turnitin and EndNote Web, all or some of which the students in this subject area will likely encounter at some point in their careers, and the use of which I am keen and able to give advice on. I also subscribe to various technology blogs, which keeps me up-to-date with advancements in educational technology.
    • ...etc.

Skills

  • Essential:
    • C1 – Excellent communication skills, both written and oral 
      • I have presented to peers at various conferences, and I have tutored a high school student privately, all of which required me to be articulate and concise.
    • C2 – The organisational, planning and administrative ability to handle a range of projects and activities simultaneously, timeously, and effectively.  
      • I have managed my own time on my PhD at the same time as holding a part-time job. This has meant I needed to plan my experiments ahead of time and book equipment in advance, coordinating and communicating well with others in the team to avoid clashes.
    • ...etc.

-----

If you have any questions about this, contact Dr Jenny August for a chat: jenny.august@glasgow.ac.uk

From the job description: Main Duties and Responsibilities

Job Purpose
 
To work alongside members of staff in Student Learning Development (SLD) in the delivery of mathematics and/or statistics support across the institution through one-to-one sessions, open drop-ins, and themed workshops/classes on specific topics; to aid in the creation of online teaching resources; and to assist in the delivery, development and implementation of SLD provision in line with the university-level Learning & Teaching Strategy and other relevant policies.
 
Main Duties and Responsibilities
  1. Contribute to the planning, organisation and delivery of undergraduate and postgraduate-taught teaching.
  2. Deliver a range of teaching and assessment activities directed towards the delivery of subjects at undergraduate and postgraduate taught level.
  3. Participate in a range of administration duties associated with teaching load, within required timescales, including effective communication of information, marking, assessment and timeous constructive feedback.
  4. Assist with the development of appropriate teaching materials ensuring content and methods of delivery meet determined learning objectives.
  5. Contribute to the effective use of learning technologies to support and enhance course delivery, course organisation, feedback and assessment. This may involve blended and/or online provision including the use of Moodle and other IT materials.
  6. Apply specialist knowledge to teaching that best meet the needs of individuals and groups of learners, ensuring an inclusive and evidence-based approach that promotes student participation and learning outcome attainment.
  7. Engage in continuing professional development activities as appropriate.
  8. Undertake any other reasonable duties as required by line manager or the Head of Student Learning Development.
  9. To contribute to the enhancement of the University’s international profile in line with the University’s Strategic Plan.

From the job description: Knowledge, Qualifications, Skills and Experience - 'the recruitment criteria'

Qualifications
 
Essential
A1 Honours degree (SCQF Level 10) relevant to the teaching area, or expertise in a relevant field, together with an understanding of the principles of teaching, learning and assessment.
A2 An understanding of the role of technology in supporting student learning
A3 Familiarity with virtual learning environments
 
Desirable
B1 A postgraduate qualification (SCQF Level 11 or 12) in Mathematics, or Statistics, or a numerate discipline with a substantial mathematical component
B2 Completion of the University of Glasgow’s GTA Statutory Training course
B3 Associate Fellowship or Fellowship of the Higher Education Academy (or, equivalently, the University of Glasgow’s RET Scheme)
B4 Experience of working in Higher Education
B5 Experience of developing teaching / learning resources
 
Skills
 
Essential
C1 Ability to solve and explain mathematical and / or statistical problems confidently
C2 Ability to deal professionally, confidently, sensitively and tactfully with students in one-to-one and group settings
C3 Ability to work with students in a sensitive, ethical and legal manner
C4 Working knowledge of relevant software packages and the ability to use them effectively to support students
C5 Ability to produce creative learning materials to support the development of students’ academic skills relating to the team’s remit
C6 Excellent communication skills, both oral and written
C7 Ability to work independently and as part of a team
C8 Ability to accept collegiate responsibilities and act accordingly
 
Experience
 
Essential
E1 Registered for and working towards the achievement of a PhD qualification in a relevant subject, or completed a PhD in the past 3 years.

From the job description: Dimensions of the Role, and Relationships

Dimensions

Operational

  • To help undergraduate and postgraduate taught students across the University of Glasgow as they seek to gain and apply skills in numeracy, mathematics and/or statistics.
    To promote the Service at student induction events and similar.

Support for students

  • To provide advice in relation to numeracy, mathematics and/or statistics skills through confidential one-to-one appointments, group drop-in sessions, themed sessions on individual topics, or occasionally in-course lectures and tutorials.
  • To develop resources for all undergraduate and postgraduate taught students to improve their numeracy, mathematics and/or statistics skills, liaising with the Deputy Head of Student Learning Development (Sciences, Maths & Stats Team), Maths Adviser, and Stats Adviser to plan and design teaching modes and materials, and to evaluate the effectiveness of the teaching.

Administrative

  • To complete required records of contact with students.

Planning and Organising

  • Effective organisation skills to effectively manage time and prioritise as appropriate for support and administrative duties.
  • Reactive – respond to queries from departmental staff/students.
  • Weekly/monthly – student contact planning, organisation and materials generation.
  • Planning and organisation of work with the Deputy Head of Student Learning Development (Sciences, Maths & Stats Team).
  • Plan and organise administrative duties on an ongoing basis.

Decision Making

  • Take decisions as appropriate with guidance from the Deputy Head of Student Learning Development (Sciences, Maths & Stats Team).
  • Prioritise own work within parameters agreed with the Deputy Head of Student Learning Development (Sciences, Maths & Stats Team).

Problem Solving

  • Act as a point of contact for problems/enquiries from students relating to the Service’s remit.

Internal/External Relationships

Internal

  • Students who fall within the remit of the Service.
  • Student support services where appropriate.

External

  • N/A (such liaison would typically be via the permanent advisers).

Who would you be working with?

Dr Jenny August profile photo

Maths advice

Stats Adviser