PT Instructor, Anthropology
Chabot-Las Positas Community College District

Hayward, California

Posted in Education and Training


This job has expired.

Job Info


PT Instructor, Anthropology

Salary: To Be Determined Based on PT Faculty Salary Schedule
Start Date: Spring 2022
Closing Date: Open Until Filled 
Location: Chabot College

The Chabot-Las Positas Community College District is seeking a Part-Time Instructor, Anthropology for Spring Semester 2022 at Chabot College in Hayward, CA. The ideal candidate must have a passion for teaching and learning and a strong commitment to the missions and values of the community college.

The Anthropology department is seeking to expand its part-time instructor pool and is specifically looking for an anthropologist who is well versed in all aspects of Anthropology and has experience teaching the following:

  • Biological/Physical Anthropology (Anthropology 1)
  • Biological/Physical Anthropology Lab (Anthropology 1L)

Duties and Responsibilities:

The instructor shall:

  1. Have experience teaching college-level courses in Biological Anthropology.
  2. Demonstrate enthusiasm for teaching.
  3. Communicate effectively, both orally and in writing.
  4. Demonstrate ability to communicate well with students of diverse academic, ethnic, socioeconomic, and cultural backgrounds; immigration status; gender identities, sexual orientations; and students with disabilities.
  5. Adapt instructional techniques to accommodate varied learning styles and abilities.
  6. Be willing to teach day, evening, off-campus, and online classes, as needed.
  7. Develop online courses, as needed.
  8. Interact successfully with others, including Anthropology colleagues and other Social Science colleagues.
  9. Maintain expertise in current teaching methods, discipline knowledge, and discipline specific technologies.
  10. Instruct lecture and laboratory courses in Biological Anthropology, in accordance with credit course outlines approved by the Board of Trustees.
  11. Assist students in achieving stated course objectives. Evaluate the progress of each student and notify students in need of counseling services and/or tutorial assistance. Track student learning outcomes and maintain records of student learning outcomes.
  12. Participate in the departmental process of curriculum review, modification, and the assessment of student learning outcomes.
  13. Conservation of equipment, specimens and supplies.
  14. Assist the Division Dean in the preparation of required reports by providing requested information.
  15. Attend various departmental, divisional and campus-wide activities and events as required.
  16. Perform other necessary duties as assigned by the Division Dean and as outlined in Board Policy.
     

Minimum Qualifications:

Master's in anthropology or archeology OR Bachelor's in either of the above AND Master's in sociology, biological sciences, forensic sciences, genetics or paleontology OR the equivalent.

Evidence of understanding of and responsiveness to the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, racial and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practices within the classroom.

Applicants applying under the "Equivalent" provision must provide details that explain at time of application how their academic preparation is the equivalent of the degree listed above.

Desirable Qualifications:

  1. Background in Physical Anthropology and Physical Anthropology Lab
  2. Adaptability
  3. Ability to communicate well with faculty and students
  4. Experience in teaching post secondary courses in Biological Anthropology and Biological Anthropology lab.
  5. Demonstrated ability to adapt teaching strategies and techniques to different levels of students' ability and learning styles.
  6. Demonstrated ability to adapt teaching strategies and techniques to students from different cultures and ethnic groups.
  7. Demonstrated ability to use innovative and creative teaching techniques and equipment, including the use of multimedia hardware and software and on-line instructional techniques.
  8. Demonstrated leadership in developing curriculum for discipline specific courses and/or programs.
  9. Demonstrated leadership, ability and desire to stay current in the field.
  10. Interest in or knowledge of teaching online and other distance education courses.

Physical Demands and Working Environment:

Individuals with disabilities who are unable to carry out the physical activities of the position will receive reasonable accommodations to enable them to perform the essential functions of the positions.

Notification to Applicants

The Chabot-Las Positas Community College District reserves the right to close or not fill any advertised position.

TO APPLY, please send the following application materials to the contact listed below:

   

1.

Cover Letter

2.

Resume

3.

Transcripts (Un-officials accepted for application purposes.)

4.

Part-Time Faculty Application (Found at link listed below)

 

http://districtazure.clpccd.org/hr/files/docs/hiringpkt/PTFacApp.pdf

   

Name:

Ulyssa Rivas, Senior Administrative Assistant

Email:

urivas@chabotcollege.edu

   

Department:

Social Sciences

       

Special Instructions to Applicants:  The Board of Trustees has implemented a vaccine mandate for all employees.  Accordingly, finalist(s) must comply with the vaccine mandate prior to being forwarded to the Board of Trustees for approval. See vaccine mandate information at http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.

It is the policy of this District to provide equal opportunity in all areas of employment practices and to assure that there shall be no discrimination against any person on the basis of sex, ancestry, age, marital status, race, religious creed, mental disability, medical condition (including HIV and AIDS), color, national origin, physical disability, family or sexual preference status and other similar factors in compliance with Title IX, Sections 503 and 504 of the Rehabilitation Act, other federal and state non-discrimination regulations, and its own statements of philosophy of objectives.  The District encourages the filing of applications by both sexes, ethnic minorities, and the disabled.

The Chabot College Community Equity Statement

Chabot College is committed to educational equity in its academic programs and college services so that students may achieve their personal, educational, and career goals.  Our equity work today builds upon a strong history: the Puente and Umoja programs were first created at Chabot College, and have since been replicated across the state.  These programs have paved the way for a series of additional educational and student support programs intentionally focused on equity that thrive at Chabot College today.  Chabot College is located in Hayward, California, the third most diverse city in the United States.   We serve a highly diverse student population and are proud to be designated as a Hispanic Serving Institution.  Information about the demographics of our campus community can be found here. Serving our diverse community requires a culturally-responsive approach that recognizes the myriad strengths and assets that our students bring to the campus community.  We do so by promoting a classroom and co-curricular learning environment that is inclusive, collaborative, engaging, and challenging, and where respect, dignity, and integrity are core values.  We see students as producers of knowledge, not just consumers of knowledge.  We work to reframe inequities as a problem of practice, and view the elimination of inequities as an individual and institutional responsibility. 

Joining Our College Community

We seek equity-minded applicants who demonstrate they understand the benefits diversity brings to an educational community.  We look for applicants who:

 

 

  1. Value and intentionally promote diversity and consciousness of difference
  2. Demonstrate cultural humility and an ongoing desire to improve cultural competence
  3. Are dedicated to addressing issues of social justice
  4. Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students
  5. Have experience and success in closing student equity gaps and engaging in equitable practices, or are knowledgeable and enthusiastic about implementing practices that achieve these goals
  6. Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities
  7. Empower the underrepresented and underserved
  8. Foster students' potential to become global citizens and socially responsible leaders
  9. Believe that all people have the right to an education and work environment free from fear, harassment, or discrimination


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