Instructional Resources Specialist

Job Req ID: 115021

Instructional Resources Specialist

The Physics & Astronomy department is seeking a qualified Instructional Resources Specialist. As a member of the Department’s Instructional Resource Team, this role assists the senior faculty for the large general physics lecture and active-learning courses by providing lecture-demonstrations, hands-on activities, videos, and other specialized technical support. This includes but is not limited to the: the coordination, setting up, troubleshooting and taking down of equipment; the coordination of, organizing, and leading of informational and training sessions with faculty; the application of advanced knowledge of theoretical physics to conceive, design, develop, maintain, and/or improve lecture demonstrations; the coordinating, using hand, power, makerspace, and machine shop tools and CAD software to design, create, repair, construct, modify, or improve apparatus; use cameras and software to produce movies, photographs, and documentation. The position supports eight gateway general physics and physics major lecture and active learning courses that enroll 800 to 900 undergraduate each semester. The incumbent will work in conjunction with the senior faculty, is an integral member of the department’s Instructional Resource Group, and reports to the Instructional Resource Manager. This role will have budget discretion and responsibility regarding purchasing resources to create & build new and maintain current in classroom demonstrations.

Specific Duties & Responsibilities

Coordinates the use of lecture demonstrations, in-class activities, and related materials (24%)

• Proactively informs the senior faculty responsible for the general physics and active learning courses of the lecture demonstrations and in-class activities that might be useful for upcoming topics in their course.
• Is assigned specific courses by the Instructional Resource Manager
• Keeps abreast of the topics in upcoming classes in each course.
• Is knowledgeable about the lecture demonstrations and tangible activities that exist in the Department and in physics books, journals, and media.
• Uses discretion and judgment to identify the demonstrations and activities that are the most likely to be effective given the constraints and circumstances.
• Uses own creativity and experience to generate and contribute additional ideas for demonstrations and activities.
• Meets regularly with faculty, especially faculty new to the demonstrations and activities available for their course, to devise a plan for upcoming demonstration and activity usage.
• Presents demonstrations to the faculty during these meetings when feasible.
• Communicates the capabilities of the demonstration apparatus and how it may be used to illustrate the physics topics.
• When appropriate, instructs faculty in the safe and proper usage of demonstrations, tangibles, and certain audiovisual needs.
• Communicates the hazards, and what can be done to prevent hazardous usage.
• Comes to an agreement with faculty members about which demos will be used, how they will be set up, and any other relevant circumstances.
• Keeps abreast of conditions and surroundings and is aware of whether other folks might be using necessary parts at the same time; of what consumables must be on hand; of what knack or training is required; of the parameters for the experiment--where it's feasible to perform it, of any special lighting, A/V, clearance, space, time, ventilation, electrical insulation, and safety requirements, and communicates these to users when necessary.
• Reaches out to colleagues and users to clarify circumstances and resolve potential conflicts.
• Seeks feedback from faculty on how the demonstrations and their usage can be improved and of ideas for other demonstrations. Keeps track of these ideas.
• Occasionally meets with other instructors, faculty, staff, and students who are interested in using demonstration and teaching apparatus, e.g. for outreach purposes. Implements lecture demonstrations according to plan.
• Fetches, assembles, delivers, retrieves, and puts away demonstrations and activities in a timely, orderly, logical fashion.
• Is quick and efficient; may need to setup and retrieve demonstrations within short timespans (i.e. between classes)
• Keeps alert for any last-minute changes in plans.
• In real time near scheduled lectures, ensures that demonstrations, tangibles, and audio-visual apparatus are all in good working order. Keeps alert for any necessary modifications in a new environment; Uses judgment to decide if any modifications or changes from the original plans are made. Notifies users of these and any special details not yet discussed, of any hazards, or any new arrangements.
• May present demonstrations in class at the request of a faculty member.
• Keeps supervisor abreast of plans, priorities and goals, major activities, assigned job duties, collaborative projects, and anything unusual.
• Ensures operation and functionality of all technology and multimedia needed to successfully exhibit physics demonstrations.
• Keeps in contact with IT staff, Kit-Cats, and the building manager to ensure that our equipment and facilities are in good working order and are constantly improving
• Ensure that all demonstrations meet industry & university safety standards and are consistent with educational goals.
• Keeps in contact with vendors, laboratory safety and inspection personnel, the building manager, and peers to ensure that our demonstrations are in good working order and are constantly improving.
• Demonstrations are setup to maximize the focus on the educationally appropriate element. The focal point(s) of the demonstrations is clear.
• Tables are clean and neat and display only the materials relevant to the class.
• Demonstrations are setup so that the audience can see and hear clearly from all corners of the room.
• Contrasts are optimized where possible. Materials meet the 1' rule where possible.
  
  
  

Maintains the Lecture-Demonstration Collection (24%)

• Keeps the lecture demonstration storage area and tables organized, clean, and neat.
• Organize the demonstration room logically in such a way that physics teachers would understand.
• As much as possible, organize demonstrations into “kits” to reduce setup time.
• Maintains the lecture demonstration equipment.
• Ensures that the lecture demonstration equipment is in good working order. Tests demonstrations in advance of usage to ensure successful performance.
• Identifies problems or potential problems before use, and takes steps to identify the problems and fix them; creates backup plans to implement for last-minute failures.
• Fixes that require longer times are recorded in a database for future attention.
• Ensures that sufficient copies of equipment are on hand for simultaneous use. Purchases, constructs, and assembles duplicates when needed.
• Purchases consumables to have on hand for demonstrations and activities.
• Modify apparatus to adjust for new technologies, new ideas, and new requests from faculty.
• Keeps the equipment catalog, the Lecture-Demo Catalog, the Purchasing Records, and the Lecture Demo calendar up to date. Follows written procedures for the catalog.
• Users should be able to determine what demos have been done in the past.
• Writes the demo catalog entries with sufficient information for faculty to understand what demonstrations we have and how they can be used.
• Writes the demo catalog entries with sufficient information for student employees to be able to find and setup demonstrations themselves.
• Gives every equipment item a unique number and records it in the equipment catalog.
• Records all purchases in the purchasing database.
  
  
  

Creates, Designs, Constructs, Modifies, and Improves Lecture-Demonstrations (24%)

• In collaboration with faculty and staff, this role conceives, designs, develops, and constructs new or improved curricular demonstrations.
• Independently creates physical demonstrations that illustrate subject matter of the various physics courses.
• Applies the advanced knowledge of theoretical physics, physics pedagogy, creativity and ingenuity to create demonstrations that illustrate physics concepts.
• Uses knowledge of the field of lecture-demonstrations, published content, and contacts in the field to save time and money and find information.
• Uses hand tools and the machine shop tools in the student shop to construct parts.
• Produces drawings and specifications for parts to be built in the machine shop or by outside vendors.
• Builds prototypes of potential demonstrations.
• Tests demonstrations and solicits feedback on the demonstration to refine and improve the demonstration.
• Hire, manage & mentor students to assist in the building of equipment for the course demonstrations.
• Produces related curricular materials for the demonstrations.
• Work with the Instructional faculty and payroll to hire and recruit graduate and undergraduate Teaching Assistants for the lab courses (see below)
• This role requires continuous Professional Development
• Research and disseminate educational resources and best practices to enhance student learning to faculty and the Instructional Resource Team.
• Conduct research to keep abreast of developments in lecture-Demonstrations, scientific instrument construction techniques, job-related software, audio-visual systems, sensors and data-acquisition systems used with lecture demonstrations, computer operating systems, particularly as connected to A/V systems and to sensors and data acquisition systems, physics simulations and videos that may be applicable to instructional courses and University policies and procedures.
• Takes advantage of opportunities to teach, as an instructor of record, an Intersession, mini-term, or summer school course.
  
  
  

Assists Instructional Resource Team members in creating and modifying instruments. (24%)

• Assists other members of the Instructional Resource Group in achieving their goals by providing specialized engineering and construction services.
• Uses the Machine Shop to do light machining on behalf of other members of the group.
• Uses power tools and hand tools to create, build, modify, and assemble items.
• Works with metals, wood, plastics, and other materials.
• Uses CAD to create 3d models or drawings of parts, as needed.
• Builds simple circuits and simple microprocessor-based circuits, as needed.
• Programs microprocessor-based circuits, as needed.
• Creates 3D prints, as needed.
• Works with engineers and machinists in the Instrument Development Group as needed.
  
  
  

Other tasks as needed. (4%)

• Perform other related duties incidental to the work herein described in each section above. The above statements describe the general nature and level of work being performed by individuals assigned to this classification. This is not intended to be an exhaustive list of all responsibilities and duties required of personnel so classified.
  
  
  

Special Knowledge, Skills, And Abilities

• The incumbent must have the ability to work independently, set priorities to coordinate multiple assignments with fluctuating and time-sensitive deadlines, and be organized and self-motivated.
• The incumbent must have the ability to work harmoniously as part of a team (the Instructional Resources group) to meet the needs of the faculty and staff of the Department.
• Ability to initiate, establish, and foster communication and teamwork by maintaining a positive, cooperative, productive work atmosphere in and outside the University with the ability to establish and maintain effective working relationships within a diverse population and with those from various cultural backgrounds.
• Excellent customer service skills to interact effectively with faculty, staff, students and external customers with a high level of professionalism and diplomacy.
• Ability to multitask and manage multiple priorities; ability to respond quickly to changing needs and balance competing responsibilities.
• Excellent listening, written and oral communication skills; ability to effectively communicate information in a clear and understandable manner, both verbally and in writing.
• Thorough knowledge of English grammar, spelling and punctuation.
• Exercise mature judgment, sensitivity, and diplomacy when dealing with all internal and external constituents.
• Solid content knowledge of all areas of general physics in the undergraduate curriculum. Knowledge of the physics curriculum and teaching goals, pedagogy, and practices in the department and other peer institutions.
• Thorough knowledge of all aspects of physics demonstration apparatus utilized in general physics including the appropriate procedures for the safe and effective usage of the equipment.
• Knowledge and skill (or an ability to learn) proper acquisition, handling, storage, and disposal of radioactive sources, compressed gases, chemicals, and cryogenic fluids.
• Proficient at troubleshooting problems with scientific equipment and apparatus used for teaching physics.
• Proficient at using hand tools, power tools, and machine shop equipment to build, modify, and repair equipment.
• Proficient at using CAD software for designing parts and equipment.
• General knowledge of computer operating systems used with audio-visual equipment and with data acquisition software and hardware used with the general physics lecture demonstrations.
• General knowledge of computer software used by the professors and students for the general physics courses (i.e. Achieve, iclicker Cloud, Piazza, Canvas)
• General knowledge of software applications used for documenting demonstrations, equipment, and purchases, such as Microsoft Office, Photoshop, Illustrator, Acrobat, and Filemaker Pro.
• Knowledge of cameras, microscopes, and other devices to make demonstrations visible.
• Proficient in the use of office and database applications.
• Ability to keep materials, records, and workplace organized.
• Knowledge and ability to use JHU purchasing infrastructure (SAP, Purchasing Cards) to purchase items on behalf of the Department with good judgement.
• Ability to maintain confidentiality on matters relating to students and staff at JHU.
• Ability to delegate work and inspire, train, and manage casual undergraduate student workers for lecture-demonstration projects.
• Ability to imagine, design, develop, and implement new physics demonstrations that illustrate physics concepts clearly and unambiguously and that are quick to setup and takedown and that use a minimum of storage space and a maximum of visual lecture demo space.
• Able to understand and set up demonstrations from the instructor point of view: reflected in efficient and effective setups of equipment and in the development and modification of demonstrations and activities.
• Ability and creativity to devise, implement, document, and edit materials (print, video, demonstrations, etc.) required for teaching and learning introductory physics in a laboratory environment.
• Ability to calculate or estimate the necessary physics and engineering criteria and parameters needed to create and build efficient and effective physics demonstrations.
• Ability to use drafting principles and 3D computer-aided drawing packages to produce drawings and models for individual, machine shop, and 3d printing use.
• Ability to create electronic and/or microprocessor-based circuits, and to build circuits using solder and other materials.
• Ability to code microprocessor-based circuits using microprocessor code (i.e. Arduino, Python, LabVIEW.
• Understanding of the educational environment and practices of a large research-oriented university.
  
  
  

Level of Independent Decision Making

• The incumbent must have the ability to work independently, set priorities to coordinate multiple assignments with fluctuating and time-sensitive deadlines, and be organized and self-motivated.
• The incumbent is expected to be an independent member of the Instructional Resource Team.
• The incumbent has discretionary spending to within set budget limits.
• Technical qualifications or specialized certifications:
• No special certification is required but the incumbent is expected to become technically proficient in the disciplines needed to get the job done.
  
  
  

Technical Qualifications Or Specialized Certifications

• No special certification is required but the incumbent is expected to become technically proficient in the disciplines needed to get the job done.
  
  
  

Minimum Qualifications

• Bachelor's Degree in Physics or a closely related field.
• Three years of experience training, and aptitude for using and building mechanical, electrical, optical, and scientific instruments and experience to include working in a research or teaching laboratory environment.
• Additional education may substitute for required experience, to the extent permitted by the JHU equivalency formula.
  
  
  

Preferred Qualifications

• An advanced degree in physics or a related discipline.
• One year experience developing instructional materials.
• Three years’ experience building scientific equipment.
  
  
  

Classified Title: Instructional Resources Specialist

Role/Level/Range: ACRP/03/MC

Starting Salary Range: $48,000 - $66,000 - $84,100 Annually (Commensurate with experience)

Employee group: Full Time

Schedule: Monday-Friday, 8:30 am - 5:00 pm

Exempt Status: Exempt

Location: Homewood Campus

Department name: Physics and Astronomy

Personnel area: School of Arts & Sciences

Total Rewards

The referenced base salary range represents the low and high end of Johns Hopkins University’s salary range for this position. Not all candidates will be eligible for the upper end of the salary range. Exact salary will ultimately depend on multiple factors, which may include the successful candidate's geographic location, skills, work experience, market conditions, education/training and other qualifications. Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here: https://hr.jhu.edu/benefits-worklife/.

Education and Experience Equivalency

Please refer to the job description above to see which forms of equivalency are permitted for this position. If permitted, equivalencies will follow these guidelines: JHU Equivalency Formula: 30 undergraduate degree credits (semester hours) or 18 graduate degree credits may substitute for one year of experience. Additional related experience may substitute for required education on the same basis. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.

Applicants Completing Studies

Applicants who do not meet the posted requirements but are completing their final academic semester/quarter will be considered eligible for employment and may be asked to provide additional information confirming their academic completion date.

Background Checks

The successful candidate(s) for this position will be subject to a pre-employment background check. Johns Hopkins is committed to hiring individuals with a justice-involved background, consistent with applicable policies and current practice. A prior criminal history does not automatically preclude candidates from employment at Johns Hopkins University. In accordance with applicable law, the university will review, on an individual basis, the date of a candidate's conviction, the nature of the conviction and how the conviction relates to an essential job-related qualification or function.

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