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Sessional Lecturer - NRES150 BILS
Dept Forest & Conservation Sciences | Faculty of Forestry and Environmental Stewardship (Richard Hamelin)
July 26, 2026
Note: Applications will be accepted until 11:59 PM on the Posting End Date.
December 31, 2026
The expected pay for this position is $4000 per credit.
Sessional Lecturer in the Bachelor of Indigenous Land Stewardships (NRES 150) at the University of British Columbia
Job Summary
Applications are invited to apply for a part-time Sessional Lecturer position (term position at 25% in 2026 Term 1) in the Faculty of Forestry & Environmental Stewardship at The University of British Columbia to deliver NRES 150: Scholarly Writing & Argumentation in Natural Resources (3 credits) in the Bachelor of Indigenous Land Stewardship (BILS) program. The start date is September 1, 2026, for a duration of one term, ending on December 31, 2026. There will not be any renewal for this position.
Program Details
The Faculty of Forestry & Environmental Stewardship at the UBC Vancouver campus is seeking to hire a part-time sessional lecturer in the Bachelor of Indigenous Land Stewardship (BILS) program. This interdisciplinary, four-year undergraduate program prepares students to design and implement land stewardship systems grounded in Indigenous land ethics and earth- based knowledge systems, and to work effectively within complex environmental and intergovernmental contexts. The program includes diverse and innovative coursework spanning Indigenous ways of knowing, ecology, law and governance, economics, communication, business management, research methods, and community capacity building. Most courses in the program are delivered in a multi-access format (in-person and online), with in- person teaching taking place on the UBC Vancouver campus.
Successful applicants must reside in Canada for the duration of the appointment if teaching online and must be legally entitled to work in Canada.
Position details
The Sessional Lecturer will be responsible for teaching NRES 150, a foundational course that introduces students to scholarly writing as a relational and reflective practice connecting self, community, place, and academic inquiry.
The successful candidate will:
- Prepare and deliver lectures in a multi-access format (in-person and online)
- Facilitate active, discussion-based and writing-intensive learning environments, including workshops and peer feedback
- Guide students through scaffolded assignments such as writing journals, positionality statements, and research-based writing projects
- Support students in developing skills in critical thinking, argumentation, and working with diverse forms of evidence
- Incorporate Indigenous perspectives and relational approaches to knowledge and learning into course delivery in meaningful and respectful ways
- Design learning activities that invite students to reflect on positionality, identity, and relationships to land and knowledge systems
- Develop and administer course materials, assignments, and grading
- Provide thoughtful, formative, and iterative feedback on student writing
- Coordinate with teaching assistants (if applicable) and hold regular office hours
Experience designing and delivering engaged learning activities (e.g., small group discussions, reflective exercises, or comparative analyses of different knowledge systems) and integrating interdisciplinary or decolonial perspectives into course materials will be considered an asset.
The course is 3 credits and typically runs twice weekly (Tuesday/Thursday format), with a focus on writing practice, peer feedback, and research-based argumentation.
Required qualifications
Candidates must have:
- A graduate degree (Master’s or PhD) in a relevant field (e.g., natural resources, environmental studies, Indigenous studies, geography, education, or related discipline)
- Demonstrated experience teaching academic or scholarly writing and/or communication skills at the undergraduate level
- Strong understanding of critical thinking, research, and argumentation pedagogy
- Experience facilitating inclusive, student-centered learning environments
Preferred qualifications
In addition to the required qualifications, preference will be given to applicants with:
- Experience teaching in interdisciplinary and/or Indigenous-focused programs, including familiarity with the BILS program or similar initiatives
- Demonstrated ability to integrate Indigenous knowledges and perspectives into course design and delivery, including addressing gaps or limitations in available knowledge respectfully and critically
- Proven ability to design engaged and reflective classroom activities that connect course content to students’ lived experiences and positionalities
- Experience teaching writing as a process, including drafting, peer feedback, revision, and reflective practice
- Strong record of effective teaching, as demonstrated through student evaluations or other evidence
- Experience working in or with community-based stewardship, restoration, or land-based initiatives, particularly those engaging with Indigenous communities or reconciliation- focused approaches
- Ability to work collaboratively with students, teaching teams, and guest contributors in a relational and respectful manner
Application details
Applications should include: cover letter, curriculum vitae, and names and contact information of three references. This position is a limited one term appointment. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
