Writing Center Job Announcements
Associate Director, Baruch College Writing Center (Deadline: December 5th, 2018)
The Baruch College Writing Center provides free support for undergraduate and graduate students to improve their writing and English language skills and to become more independent, confident, and versatile writers. Our professional consultants – teachers of college writing and writers themselves – are expert, invested, attentive readers who recognize strengths and teach students specific strategies to improve their writing. The Writing Center collaborates closely with academic departments and other student support units to offer an array of programming and services, including one-to-one consultations, synchronous and asynchronous online consulting, interdisciplinary workshops, and writing groups. It also publishes a staff blog, Writers Teaching Writers, and an online journal of outstanding student writing, The Lexington Review. Last academic year, the Center’s consultants met with students in about 7,000 one-to-one sessions and ran over 100 workshops.
About 65% of students who visit the Writing Center report a language other than English as their “first or home language”—more than 130 languages are spoken at Baruch – and we see the Writing Center as an ideal space to facilitate language acquisition. We support students in Baruch’s three schools: the Marxe School of Public and International Affairs, the Weissman School of Arts and Sciences, and the Zicklin School of Business. Most of our students are enrolled (or intend to be) in the school of business, and the Writing Center also supports students’ professional writing.
Reporting to the Director of the Writing Center, the Associate Director collaborates in all areas of programming, staff management, development, and administration of the Center, with primary leadership over several specific domains within these categories.
The Associate Director will:
Design and implement professional development programming for Writing Center staff and the broader College community, including workshop design and implementation, new hire orientations, annual observations, and regular informal feedback.
Develop new and support extant Center programming, taking a primary leadership role on several projects, including the development and revision of lesson plans for our program of 24+ skill-focused workshops.
Assist the Director in bridging Writing Center pedagogy with best practices in TESOL and applied linguistics to better serve English language learners.
Oversee and design formative and summative assessments of student learning, pedagogical effectiveness, and staff satisfaction.
Assist in all stages of the hiring process for new front desk and consultant positions, serving as the direct supervisor to our team of student workers.
Assist the Director and collaborate with the administrative coordinator to develop internal and external communication strategies.
Represent the Writing Center at meetings, events, conferences, and committees.
Work directly with students in one-to-one consultations and small-group settings.
Advocate for multilingual students in the Writing Center and across the College.
Develop a broad array of written materials in support of the Writing Center’s work.
Assist the Director in the development and implementation of the 2018-2023 strategic plan.
Act in Director’s absence overseeing staff management, payroll, and the Center’s broader operations.
Though very rare, occasional evening/weekend work may be required.
Bachelor’s degree and six years’ related experience required.Candidates must have at least two years of Writing Center experience (or comparative one-to-one support) and at least two years of experience working with college-level writers. A graduate degree in a related field is strongly preferred.
The successful candidate will be able to demonstrate the following: experience in tutoring and teaching writing to culturally, linguistically, and academically diverse populations of college students; expertise in writing pedagogy, WAC/WID approaches, TESOL/TFL, instructional technology, curriculum development, and assessment; creative engagement in administrative and pedagogical efforts; and strong organizational and planning skills.
Compensation and Benefits:
$75,110–$84,678; commensurate with qualifications and experience.
Salary scales for staff in the Higher Education Officer series at CUNY are set by the contract with the Professional Staff Congress: http://www.psc-cuny.org/contract/heo-salary-schedule
CUNY’s benefits contribute significantly to total compensation, supporting health and wellness, financial well-being, and professional development. We offer a range of health plans, competitive retirement/pension benefits and savings plans, tuition waivers for CUNY graduate study and generous paid time off. Our staff also benefits from the extensive academic, arts, and athletic programs on our campuses and the opportunity to participate in a lively, diverse academic community in one of the greatest cities in the world.
How to Apply:
Applications must be submitted via CUNYfirst: https://home.cunyfirst.cuny.edu/psp/cnyepprd/GUEST/HRMS/c/HRS_HRAM.HRS_CE.GBL?Page=HRS_CE_JOB_DTL&Action=A&JobOpeningId=19715&SiteId=1&PostingSeq=1
For general assistance with your CUNYfirst application, please go to http://www2.cuny.edu/employment/system-instructions/ for information
December 5, 2018
Job Search Category
CUNY Job Posting: Managerial/Professional
Equal Employment Opportunity
CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer.
Assistant/Associate Professor of English (Rhetoric and Composition) and Director of the University Writing Center at California State University, Long Beach (Deadline: December 15th, 2018)
RECRUITMENT #: 2541
POSITION: Assistant/Associate Professor of English (Rhetoric and Composition) and Director of University Writing Center (UWC)
EFFECTIVE DATE: August 19, 2019 (Fall Semester)
RANK and SALARY: Commensurate with qualifications and experience
California State University, Long Beach invites applications for a tenure-track faculty position in the Department of English in Rhetoric and Composition at the level of assistant or associate professor and to serve as the Director of the University Writing Center.
As a faculty member in the Department of English, the successful candidate will be an active member of the department in terms of teaching, research, and service and contribute to a collegial work environment. Evaluation for reappointment, tenure, and promotion is through the Department of English.
As Director of the University Writing Center, the successful candidate will provide leadership and will be responsible for developing, establishing, and implementing the strategic vision and priorities, goals and objectives, policies and procedures, and assessment measures for the UWC. They will confer with the Advisory Committee of the UWC and will report to the Associate Vice President for Undergraduate Studies. The University Writing Center will open in the new CSULB Center for Student Success in 2019 and is expected to play an integral part in campus-wide student support initiatives.
• Ph.D. in English, or closely related field, at time of application or completion of the doctoral degree by August 1, 2019.
• Specialization in Rhetoric and Composition or Writing Center Studies.
• Potential for, or evidence of, excellence in teaching and research (especially in the areas of Writing Center Studies, Rhetoric and Composition, and/or English) at the college level commensurate with rank.
• A minimum of 3 years of tutoring experience in a writing center.
• Ability to communicate effectively with an ethnically and culturally diverse campus community.
• Demonstrated potential for successful research and publication
• Demonstrated commitment to working successfully with a diverse student population
PREFERRED QUALIFICATIONS (as appropriate for Assistant or Associate Level):
• Demonstrated excellence in teaching all levels of college composition.
• Demonstrated excellence in administration of a writing center.
• Demonstrated ability to oversee and direct staff and faculty, manage budgets, and develop and implement activities as well as strategic plans in the UWC.
• Demonstrated experience in the rhetoric of gender and sexuality.
• Experience in writing assessment and curriculum development.
• Experience in the application of digital technology in rhetoric and composition courses.
As a faculty member in the Department of English:
• Teach undergraduate and graduate courses in Rhetoric and Composition.
• Participate in training, supervising, and evaluating lecturer or teaching associate faculty in Rhetoric and Composition.
• Participate in assessment activities and curriculum development in Rhetoric and Composition.
• Develop and engage in research, scholarly and creative activities in Rhetoric and Composition and/or Writing Center Studies leading to conference presentations and publications.
• Advise and mentor students.
• Serve on department, college, and university committees.
• Participate in service to the department, college, university, and community.
As Director of the University Writing Center (UWC):
• Recruit, hire, and train undergraduate and graduate students to tutor within the center as well as in satellite centers across the campus.
• Develop the UWC into an effective hub of writing support.
• Collaborate with other student-support centers at CSULB.
• Evaluate and recommend writing technologies for campus needs.
• Analyze data and submit annual reports on UWC activities and effectiveness to promote student success.
• Oversee UWC budget.
• Contribute to a collegial work environment within the Department of English and the UWC.
• Participate in professional organizations and attend meetings and workshops as appropriate to the discipline.
• Develop and implement ways to increase diversity and inclusion in the UWC.
• Promote the services of the UWC to the campus community.
CSULB seeks to recruit faculty who enthusiastically support the University’s strong commitment to the academic success of all of our students, including students of color, students with disabilities, students who are first generation to college, veterans, students with diverse socio-economic backgrounds, and students of diverse sexual orientations and gender expressions. CSULB seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the People of California, to maintain the excellence of the University, and to offer our students a rich variety of expertise, perspectives, and ways of knowing and learning.
Information on excellent benefits package available to CSULB faculty is located here:
How to Apply – Required Documentation:
• A Student Success Statement about your teaching or other experiences, successes, and challenges in working with a diverse student population (approximately one-page, single-spaced)
• Letter of application addressing the required and preferred qualifications
• CV (including current email address)
• Three current letters of recommendation
• Copy of transcript from institution awarding highest degree
• Evidence of successful teaching (syllabi, course handouts, tests, student evaluations, etc.)
• Finalists will also be required to submit a signed SC-1 form and an official transcript
Applicants should apply and submit all required documentation electronically through:
Upon request, finalists will be required to submit original, official documents, as noted in the required documentation section.
Requests for information should be addressed to:
Dr. Eileen Klink, Chair
California State University, Long Beach
Department of English
1250 Bellflower Boulevard
Long Beach, CA 90840-2403
(562) 985-4223 or email@example.com
APPLICATION DEADLINE: Review of applications to begin December 15, 2018.
Position opened until filled (or recruitment canceled)
A background check (including a criminal records check and telephone reference check with most recent employer) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position.
The person holding this position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment.
CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veteran’s status. CSULB is an Equal Opportunity Employer.
Director, MIT Writing and Communication Center (Deadline: December 15th, 2018)
MIT seeks a Director for the Writing and Communication Center (WCC) beginning Fall 2019. MIT’s WCC focuses on advanced professional communication skills with a particular emphasis on STEM fields. MIT values the development of communication skills of its students and the Director of WCC is expected to provide leadership, strategic vision, and innovation designed to advance practices that aid in that pursuit.
This is a full-time (12-month) renewable non-tenure track position. The initial appointment to this position would be for five years.
The WCC is open to faculty, postdocs, undergraduate and graduate students, alumni, and staff, and provides clients with professional one-on-one instruction in all stages of the communication (oral, written, digital) process from drafting to revision.
The Director of the Center is responsible for overseeing its daily operation, providing training and supervision for the professional tutors (lecturers) that staff the Center, collating program evaluation and usage data, administering WCC policies and practices, overseeing the WCC website, and producing annual reports. The Director is also expected to teach the equivalent of two classes per year, tutor students across the disciplines, present workshops to relevant groups, promote the WCC within MIT, and coordinate efforts with the Writing, Rhetoric, and Professional Communication program.
The Director is expected to stay current on issues of writing center theory and pedagogy, and may also develop plans for future directions of the WCC.
MIT is an equal employment opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, or national or ethnic origin.
-Master’s Degree and at least three years experience in relevant field, such as composition, rhetoric, communication, or writing.
-Experience directing or assisting the direction of a writing/communication center.
-Experience in teaching writing or tutoring in STEM areas.
-Experience teaching or tutoring non-native speakers of English.
-PhD in relevant field, such as composition, rhetoric, communication, or writing.
-Experience conducting research in Writing Center practices, WID, WAC, or writing in STEM disciplines.
-Demonstrated skills and experience in developing instructional materials, conducting assessment, and supervising tutors in a writing/communication center context.
Applications should consist of a cover letter explaining why the position at MIT is of interest; a full curriculum vitae; statements on research interests (where applicable), writing center philosophy, teaching experience and philosophy, including fit with the MIT mission and curriculum; three reference letters; and sample materials such as published research, class assignments, writing center resources.
Applications should be submitted online at https://academicjobsonline.org/ajo/jobs/12616.
Review of applications will begin on 15 December 2018 and continue until the position is filled. For general inquiries, please email: firstname.lastname@example.org
For more information about MIT, please visit https://mit.edu/.
Director of the Center for Academic Resources and Pedagogical Excellence (CARPE) at Washington and Lee University (Deadline: January 31st, 2019)
Washington and Lee University invites applications for the founding Director of the Center for Academic Resources and Pedagogical Excellence (CARPE) – a Center for Teaching and Learning – beginning December 15, 2018. The Director will help envision, create, and then lead a key initiative in the university’s strategic plan to provide comprehensive academic support services for students and professional pedagogical development opportunities for faculty. In collaboration with campus partners, the Director will develop innovative teaching and learning programs and resources in a new, dedicated, state-of-the-art center. Reporting to the Associate Provost, this is an administrative position that holds faculty (non-tenure-track) rank and status. The deadline for applications is January 31, 2019.
To apply, please submit an online letter of application, including a CV with three references, and a two-page statement of your Philosophy of Teaching and Learning. Three letters of recommendation will be necessary upon request. Online applications accepted at https://apply.interfolio.com/58768. Direct questions to Jessica Wager, Office of the Provost, Washington & Lee University, Lexington, VA 24450. The process will be open until January 31, 2019 and a review of applications will begin immediately thereafter. Initial interviews will be conducted via Skype in mid to late February 2019.
Washington and Lee University is deeply committed to a community of excellence, equity, and diversity and encourage applications from women, underrepresented groups, persons with disabilities, sexual minority groups, and other candidates who will contribute to the diversification and enrichment of ideas and perspectives. Washington and Lee University is an Equal Opportunity Employer.
Essential and Related Functions:
- In coordination with the University community, develops a mission for CARPE. Envisions strategic initiatives for the Program. Ensures teaching and learning programs are both effective and in keeping with the programmatic mission.
- Encourages and facilitates collaboration of existing offices and services in support of teaching and learning particularly among staff within the University Library, Community Based Learning, the IQ (Integrative and Quantitative) Center, Academic Technologies, Student Affairs, Institutional Effectiveness, and the College, the Williams School of Commerce, Economics, and Politics, and the School of Law.
- Develops opportunities for faculty to share innovative teaching practices and strategies across diverse disciplines.
- Acts as a resource for new faculty as they build and develop into excellent teachers. Supports faculty development initiatives and professional development opportunities.
- May teach one to two courses annually as aligned with the mission of CARPE.
- Collaborating with CARPE staff, actively engages with students to provide resources including: writing, reading, math, learning strategies, study skills, test-taking, time management, etc.
- Oversees initiatives focused on differences in learning styles—acknowledging such differences as both pedagogical and learning issues.
- Enables the academic success of students from diverse backgrounds by promoting and developing programs to share best practices for inclusive pedagogies.
- Provides management and oversight of CARPE operations including personnel, budgeting, communications, and facilities.
- Provides leadership and oversight of CARPE staff. As CARPE is new, the Director will envision and help define the staffing model (anticipated to include two additional professional staff and a support role).
- Communicates and collaborates with stakeholders external to W&L, including but not limited to, other institutions of higher education and philanthropy.
- Performs additional related duties as assigned.
PhD or EdD preferred or a combination of experience and education from which a similar background would be acquired. Knowledge of and experience with innovative pedagogy and student support strongly preferred. Must have experience with teaching in higher education and a strong record of innovative and excellent teaching and scholarship. Must have strong written and oral communication and presentation skills. Excellent analytical, research skills with experience developing, implementing and assessing new programs. Effectively works with multiple stakeholders across campus including students, faculty, and administrators. Must have a demonstrated record of flexibility and the ability to adapt. An established record of successful academic administrative experience is strongly preferred.
Assistant Director of the Center for Academic and Professional Communication at Rice University (Deadline: February 1st, 2019)
The Center for Academic and Professional Communication (CAPC) at Rice University invites applications for the position of the Assistant Director of the CAPC. The CAPC provides feedback on written texts and oral/visual presentations and serves undergraduates, graduate students, post-docs, faculty, and staff. The center also offers a variety of workshops for both students and faculty.
This is a full-time, 12-month staff position. Please see below for the job description.
Link to read the full job description and to apply online: https://jobs.rice.edu/postings/17742
The Assistant Director of the Center for Academic & Professional Communication (CAPC)’s responsibilities include assisting the Director with development and management of the daily services provided by the Center, such as outreach and programming initiatives; hiring, training and supervising a team of student writing and communication consultants; and collaborating with and providing workshops and other resources for faculty, particularly those teaching the first-year writing seminar. The Assistant Director may also have a role in creating assessment tools for Center initiatives and maintenance of social media and a Web page for the Center and Program in Writing and Communication (PWC).
The application deadline is February 1, 2019, but application review will begin January 15, 2019.
Education required: Master’s degree
Education preferred: PhD degree
Salary information: Salary Commensurate with Experience and Qualifications
Related experience in the following areas:
- working in or attending a Level 1 research university
- teaching or tutoring students at a college or university with a highly selective admission profile
- teaching or tutoring in ESL
- teaching or tutoring graduate students
- assessing writing centers or other programs
- working in or managing projects related to Communication in the Disciplines
- supervising peer tutors
- managing social media accounts for an organization
- teaching in a first-year writing program
Director, Babson College Writing Center (Deadline: February 1st, 2019)
The Arts & Humanities Division at Babson College invites applications for the position of Director of the Writing Center, to begin Fall 2019. The Writing Center at Babson College offers consulting for undergraduate student writers. Peer and Professor Consultants help students to gain confidence in their writing by facilitating the development of skills necessary to make informed, effective writing choices. The Writing Center provides a rigorous and supportive environment for students to practice and refine writing, with the aim of facilitating success and enjoyment in their work at Babson, as well as in future creative, educational, and professional endeavors.
The Director of the Writing Center will manage the day-to-day functions of the center, providing
leadership, strategic vision, and innovation in design and delivery of writing consultation. The Director is expected to stay current with the scholarship of writing center theory and pedagogy, and to pursue an active research agenda. In addition to mentoring undergraduate Peer Consultants in Writing, the Director will teach courses including Foundations of Academic Writing and Practicum in Peer Consulting and Writing. The Director will coordinate with the Director of First-Year Writing and other faculty to support the evolution and development of writing at Babson, and will conduct advocacy and outreach for excellence in writing across campus.
This is a full-time, renewable, non-tenure track position with a title of Lecturer. A Ph.D. in rhetoric or related field preferred; minimum degree requirement is an MFA or MA. At least three years’ experience in writing center or writing program administration is required.
Babson College is an Affirmative Action/Equal Opportunity employer committed to enhancing diversity across all levels of the College. Candidates who believe they can contribute to this goal are strongly encouraged to apply.
Only applications submitted online will be accepted. Please include letter of application, CV, sample of teaching evaluations, 3 letters of recommendation, and a statement on pedagogical and Writing Center philosophies.
Deadline for receipt of materials: 1 February 2019
English Writing Support Center Faculty, Pasadena City College (2 Positions, Deadline: February 28th, 2019 by 4:00PM)
Pasadena City College is hiring two full-time, tenure-track Writing Support Center Faculty commencing with the 2019-2020 academic year. We are looking for candidates who have the desire and ability to create a welcoming environment that positively engages and impacts our diverse student population. At Pasadena City College (PCC) we celebrate and respect diversity in all forms that includes every race, religion, gender, ethnicity, veterans, people with varied abilities, and members of the LGBTQ+ community. PCC is seeking applications from candidates who can demonstrate experience in teaching and working with individuals from diverse backgrounds and contribute to the College’s mission, vision, and core values.
We are committed to achieving equally high outcomes for all students. Successful candidates will share our vision and will work with us to help all students, regardless of background and level of preparation, achieve their educational goals. Pasadena City College prides itself on faculty contributions through active participation in college-wide governance and the decision-making process.
RESPONSIBILITIES OF THE WRITING SUPPORT CENTER FACULTY:
• Support students with writing development across all disciplines
• Design and deliver the Writing Support Center offerings, including directed learning activities,
workshops, and programs for students
• Participate in the recruitment, hiring, training, and evaluation of tutors
• Assist students with identifying institutional resources that support academic success
• Attend and/or present at local/national writing center conferences
• Participate in all regular meetings with the Division Dean, coordinator, staff and faculty
• Participate in promotional activities for the Writing Support Center, including new student
welcome events, classroom visits, and communications through social media and the Center’s
• Participate in professional development as it relates to pedagogy, curriculum in writing
development, student equity, and cultural competency for serving underrepresented students
• Undertake the departmental and professional responsibilities of a regular faculty member
• Participate in departmental and college governance activities through committee service and/or
other appropriate activities
• Perform other duties as requested by the Division Dean and coordinator
• Master’s degree in English, literature, comparative literature, or composition OR
• Bachelor’s degree in any of the above AND a Master’s degree in linguistics, TESL, speech, education with a specialization in reading, creative writing, or journalism
• Valid California Community College Instructor Credential OR
• The equivalent
Degree must be shown as conferred on transcript. Some degrees may require equivalency. When equivalency is requested, the file will be reviewed by PCC’s Equivalency Committee. It is the applicant’s responsibility to provide ample documentation to support equivalent qualifications.
• Experience teaching/tutoring writing and reading across the curriculum in a college writing center, learning lab, learning resource center, or tutorial services center within the last five years
• Demonstrated experience teaching at the community college level or equivalent
• Experience in conducting tutor training
• Demonstrated experience in teaching/tutoring English as a Second Language students at the
• Experience in using student-centered and innovative pedagogies to teach, tutor, and motivate
students at all levels of college-readiness
• Knowledge and experience in applying an equity-minded framework to create welcoming and
engaging learning environments for diverse student populations
• Experience creating and running tutoring support for online/distance education students
• Experience in implementing and facilitating supplemental instruction in college classrooms
• Association of Colleges for Tutoring and Learning Assistance (ACTLA) certification experience
• Membership in local and/or national writing center associations
• Eagerness and ability to be part of a strong team of community college educators
• Demonstrated awareness and/or implementation of effective program and course assessment
PROFESSIONAL SKILLS, KNOWLEDGE, AND ABILITIES:
• High level of self-motivation, adaptability and flexibility
• Demonstrated collaboration, leadership and problem-solving skills
• Knowledge of current innovations in the field of Writing Center studies
• Recent experience supporting courses in nontraditional formats such as online, hybrid, fast
track, accelerated, etc.
• Knowledge of and ability to use computers and various software programs, as well as other
technologies applicable for use in college classes
• Demonstrated skill in using innovative teaching methods, instructional design, and assessment
• Knowledge of the impact of AB 705 on community college students
• Knowledge of affective domain and metacognitive strategies
• Maintain collegial and active communication with college faculty and students to ensure that
writing support services are provided for all academic disciplines • • • •Commitment to creating equity and closing achievement gaps for community college students
• Ability to adapt varying pedagogical approaches to meet the needs of a diverse student population, including, but not limited to, Latina/o/x, African-American, veterans, students
with disabilities, and foster youth
• Experience with Student Learning Outcomes and assessment methods
• Outstanding interpersonal skills and a desire and ability to work collaboratively with
colleagues, students, and other members of the campus community
• Ability to work in a multi-ethnic environment with students of varying academic preparation
and learning styles
• Demonstrated sensitivity to and understanding of the diverse academic, socioeconomic,
cultural, disability, gender, and ethnic backgrounds of community college students
• Excellent written and oral communication skills
• Experience and proficiency in current teaching and learning technologies
REASONS WHY THIS POSITION IS ATTRACTIVE:
• The Writing Support Center recently expanded to two locations, opened its doors to all Pasadena City College students, and dramatically increased its services. In collaboration with the College’s academic support centers, the Writing Support Center is committed to supporting student success at Pasadena City College
• Dedicated professionals and paraprofessionals collaborate to provide high quality public services, resources and programs in dynamic student-centered academic support centers across the institution and all of its sites
• All faculty and staff contribute fully and collegially to the success of the academic success centers, as well as actively participating in campus-wide committees and in the shared- governance process
• Pasadena City College supports ongoing professional development
• Pasadena City College is respected and supported by its community
• Pasadena City College is a world-class institution. We are ranked first among all community
colleges in California in the awarding of associate degrees and ranked first in the awarding of
associate degrees to minority students
• The Academic Senate, Classified Senate, and Management Association are active in the
effective shared governance process of the college
Eleven Months, 100% – Tenure-track position beginning July 1, 2019.
The assignment may require some evening and/or weekend coverage as part of load.
Thirty-five (35) hours per week, plus five (5) hours for professional growth and development activities, college governance, and other professional responsibilities. The College has two 16- week semesters and offers a full range of courses beginning at 7:00 a.m. and ending at 11:00 p.m. Faculty must be available to teach anytime within those hours.
SALARY AND BENEFITS:
Salary and other terms of employment are competitive. Placement is on the District Contract Monthly Nonteaching Faculty Salary Schedule.
Generous fringe benefits include fully paid medical, dental, and vision for employees and their families, and life insurance for the employee.
CONDITIONS OF EMPLOYMENT:
• Successful completion of livescan clearance and TB screening
• Successful completion of a pre-employment physical examination
• Proof of eligibility to work in the United States and signing of loyalty oath per government
• Meeting applicable eligibility requirements under CalPERS or CalSTRS if you are a current or
• Board of Trustees approval
APPLICATION AND SELECTION PROCESS:
All materials are submitted electronically through the Applicant Tracking Software (ATS). Applications completed and received by 4:00 p.m. on February 28, 2019 will receive full consideration.
Please keep in mind the following:
Pasadena City College utilizes an online application process. Hard copy, e-mailed, or faxed
resumes are not accepted. You can apply for a position from any computer with Internet
• If you do not follow the process or your application/resume is incomplete, your information will not be processed
• The hiring committee will review, evaluate, and consider applications and supporting materials received by the deadline. Meeting the minimum qualifications for a particular position does not assure the applicant an interview. It is, therefore, important that the application be thorough and detailed. The District may re-advertise, delay, choose not to fill the position, or choose to fill more than one position
• While the acceptance of the application packet is done through the Applicant Tracking Software (ATS), all hiring decisions are made by a hiring committee
• Positions are full-time (100%) and “open until filled,” unless otherwise stated
• The college president will conduct a final interview and recommend a candidate to the Board of Trustees
For full consideration, all of the following must be submitted along with the online application. An incomplete application packet will not be forwarded to the hiring committee for review.
1. Five references (name, telephone number, email address and position), which are included in the
2. Letter of application (not to exceed two pages) addressing your qualifications for this position.
Please discuss the ways you meet each of the points listed under “The Responsibilities,” “Minimum
Qualifications,” “Professional Skills, Knowledge, and Abilities” and “Desirable Qualifications”
3. Professional resume/CV, not to exceed 3 pages
4. Two recent letters of recommendation (it is preferred that the dated letters are written on official
Once applications are submitted they are final. Please carefully review your application and the documents which you are attaching to make sure that they are free from errors and complete.
If you require assistance, please contact the Human Resources office at 626.585.7388. Applicants may expect to be notified approximately 4 – 5 weeks following the closing date as to the status of their application.
letterhead and signed by the recommender) 5.Transcripts (unofficial copies are acceptable). Copies of transcripts for all degrees/units needed to meet the minimum qualifications must be submitted. Official transcripts are required upon offer of employment. Foreign transcripts and degrees require official certification of equivalency to U.S. transcripts and degrees by a certified U.S. review service at the time of application. For a list of agencies that can evaluate your foreign transcript, please visit the Foreign Degrees and Units section on our website
Note: It is the applicant’s responsibility to ensure that all application materials are fully and correctly submitted.
ABOUT THE DISTRICT:
Established in 1924, Pasadena City College, (“PCC”), has been serving the West San Gabriel Valley for 94 years. PCC enrolls more than 29,500 students each semester and offers 107 academic degree programs and 72 Career and Technical Education (CTE) programs to its students. PCC serves one of the most culturally diverse student populations in the nation. The College sets the stage for preparing students to meet the demands of a changing world. Building relationships with community partners provides opportunities for PCC faculty and its students to engage in opportunities not often available to students in other areas.
The main college campus occupies a 53-acre site, while the Foothill Community Education Center and Child Development Center are located in separate nearby off-campus facilities. Due to the geographic size of the District, PCC has two additional satellite sites – the Rosemead Center and its newest site, PCC Northwest at John Muir High School. For more information, go to www.pasadena.edu.
The mission of Pasadena City College is to provide a high quality, academically robust learning environment that encourages, supports and facilitates student learning and success. The College provides an academically rigorous and comprehensive curriculum for students pursuing educational and career goals as well as learning opportunities designed for individual development. The College is committed to providing access to higher education for members of the diverse communities within the District service area and to offering courses, programs, and other activities to enhance the economic conditions and the quality of life in these communities.
PCC has many institutional strengths that distinguish it among its peers, both in the state and across the nation. Among them are:
• A highly multicultural student body:
51% Latino/a/x 24% Asian
4% Black/African American 3% Two of More Races
• Annually, at 49%, the College achieves recognition for one of the highest rates for transfer degrees to baccalaureate level institutions, both in California and across the nation. Additionally, PCC boasts a 52% bachelor’s degree attainment rate for Pasadena graduates who transfer to a four-year university, compared to 42% nationally. The College is well known for national mathematics and forensic honors, as well as its extensive study abroad opportunities •PCC was once again named one of ten national finalists for the 2019 Aspen Prize for Community College Excellence, widely recognized as the nation’s premier honor for two-year colleges. The Aspen Prize recognizes institutions for their outstanding outcomes in four areas: student learning; certificate and degree completion; employment and earnings; and high levels of access and success for multiethnic and underserved
• PCC is ranked by the Military Times as the top community college in California for military veterans, and the College is similarly ranked among the top community colleges in the nation. The PCC Courier, the student newspaper, is a perennial award winner
• Twelve students are elected annually by the PCC Associated Students to represent and advocate on behalf of the student body. There are 80 student clubs and organizations representing the interests of a culturally diverse student population
• In February 2017, the Accrediting Commission for Community and Junior Colleges of the Western Association of School and Colleges reaffirmed PCC’s status as a fully accredited institution. For more information, go to www.pasadena.edu
The Immigration Reform & Control Act of 1987, Public Law 99-603 requires that employers obtain documentation from every new employee which authorizes that individual to accept employment in this country. This requirement applies to both United States citizens and aliens. Any employee who is unwilling/unable to fulfill this requirement will not be employed.
Pasadena Area Community College District will not sponsor any visa applications.
If accommodations are needed for the application process in compliance with the Americans with Disabilities Act, please inform Human Resources.
It is the policy of the PACCD that all candidates for employment need to be cleared for employment through the process of background check and verification of prior employment, references and credentials.
Crime awareness and campus security information are available from Campus Police and Safety. (Public Law 101-542)
The Pasadena Area Community College District does not discriminate in the educational programs and activities operated by the District, or in employment procedures and practices of the District.
The Policies of Title IX as developed to date are available for inspection during normal business hours at the District Office at 1570 E. Colorado Blvd., Pasadena, CA 91106.
The Board of Trustees reserves the right to extend time limits or reinstate the search process at any time. The Pasadena Area Community College District is an equal opportunity employer. The District encourages applications from underrepresented minorities and the disabled.
PASADENA AREA COMMUNITY COLLEGE DISTRICT Equal Opportunity, Title IX, Section 504 Employer