| Position Responsibilities: |
- Teach transfer-level writing courses that integrate the expectations of academic reading and writing with the literacies and modalities with which today's diverse students have familiarity and expertise.
- Collaborate to design transfer-level writing, literature, and related curricula.
- Work across the institution to support inclusive pedagogy, professional development, community outreach, and coordinated services to enhance student success.
- Collaborate with the Writing Center and Transitional Studies (ABE/ESOL) among other support services and programs that affect student access to, and success within, English courses.
- Advise students, serve on committees, and perform other duties as outlined in the negotiated collective bargaining agreement.
| Qualifications: |
|MINIMUM QUALIFICATIONS: |
- Master's Degree in English or Composition/Rhetoric. Closely related degrees may be considered if applicant meets all other minimum qualifications and can demonstrate coursework in critical areas.
- Two-year full-time equivalent experience teaching a variety of composition classes at the college level.
- Experience and expertise in designing and delivering culturally, linguistically, and socially equitable curriculum, pedagogy and assessment methods.
- Expressed commitment to equity and inclusion in working with students and colleagues from diverse backgrounds and identities.
- Expertise or course work in theories of rhetoric and composition, inter-disciplinary studies, or other related academic programs.
- Experience and expertise in working with under-represented and marginalized students and communities, such as Native American, African American, Pacific Islander, Middle Eastern American, Immigrant/Refugee/Undocumented, Low Income, People with Disabilities, and those identifying as LGBTQ.
- Participation in non-instructional academic activities (e.g., committees, mentorship, collaboration, etc.).
- Experience and current knowledge of best practices in serving multilingual students (those for whom English is not the first, only, or principal language).
- Leadership in diversity and equity initiatives.
- Experience with service learning, community organizations, or other forms of civic engagement.
- Experience or familiarity with non-instructional support services that facilitate student retention, completion, and persistence.