This is an exciting opportunity for a graduate or secondary school mathematics teacher to refresh their mathematical skills and re-engage with the discipline at the tertiary level. At a top 50 globally ranked university, your work will have real impact – not just in academia, but in the lives of students preparing to shape the future.
In this role, you'll help bridge the critical gap between secondary and tertiary education, designing and refining course materials that deepen mathematical understanding and spark intellectual curiosity. You'll be part of a forward-thinking, collaborative environment that values innovation in teaching and learning.
As a member of a vibrant academic community, you'll engage with talented students and dedicated educators, contributing meaningfully to their development while advancing your own career within an institution that champions excellence, inclusion, and purpose-driven education.
Key responsibilities will include:
In addition to the above, at Level B will:
This is a teaching focused position. Further information can be found by viewing UQ's Criteria for Academic Performance.
For more information, please contact the Head of Mathematics at smp.head.maths@uq.edu.au. For application queries or a full job description, please contact talent@uq.edu.au stating the job reference number (below) in the subject line.
All applicants must upload the following documents in order for your application to be considered:
As part of the Selection Process, applicants shortlisted for interview will be required to present a mock lecture to members of the School community prior to their scheduled interview. The lecture topic will be provided in advance to shortlisted candidates and will be 25 minutes, plus questions. Please note that the mock lectures and interviews are likely to occur in the week starting 6 October 2025.
Applications close 19 September 2025 at 11.00pm AEST (R-51607). Please note that the mock lectures and interviews have been tentatively scheduled for week commencing 6 October 2025.
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