Adjunct Instructor - College Prep Reading/Writing

Harris--stowe-State-Universit; St. Louis (MO); On-site; USD 20,000 - 34,000; Part time

Job summary

Harris-Stowe State University is seeking an adjunct instructor to teach College Prep Reading and Writing in St. Louis, MO. The role centers on delivering student-centered, evidence-based instruction to develop reading comprehension and academic writing skills.

The candidate will design course materials, align outcomes with departmental goals, and support student persistence and success through ongoing assessment and feedback.

Qualifications

• Strong knowledge of developmental and college preparatory reading and writing pedagogy.
• Excellent written, verbal, interpersonal, and organizational communication skills.
• Commitment to inclusive teaching and student success.

Responsibilities

• Deliver high-quality instruction in developmental and college prep reading and writing.
• Develop and revise syllabi, lesson plans, materials, assignments, and assessments.
• Evaluate student learning using formative and summative assessments and use data to improve instruction.
• Maintain accurate records of attendance, grades, and progress per FERPA.

Skills

Communication skills

Student engagement

Adaptability

Education

Master's degree in English/Reading/Composition or related

18 graduate credits in English/Reading/Composition or related field

Tools

Learning Management Systems (Canvas/Blackboard/Moodle)

Job description

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process.

Adjunct Instructor - College Prep Reading/Writing

Adjuncts St. Louis, MO, US

3 days ago Requisition ID: 2082

Job Summary

The College Prep Reading and Writing Instructor is responsible for providing high-quality instruction in developmental and college preparatory reading and writing courses designed to prepare students for success in college-level coursework. The instructor employs evidence-based instructional practices that promote the development of reading comprehension, critical thinking, academic writing, grammar, and communication skills while fostering an inclusive, engaging, and student-centered learning environment. The successful candidate demonstrates a strong commitment to student learning, academic excellence, assessment of student learning outcomes, continuous instructional improvement, and the mission and values of Harris-Stowe State University. The instructor collaborates with faculty and student support services to promote student persistence, retention, and academic success.

Essential Duties and Responsibilities

• Deliver high-quality instruction in developmental and college preparatory reading and writing courses using student-centered, evidence-based instructional strategies.
• Develop, maintain, and revise course syllabi, lesson plans, instructional materials, assignments, and assessments that align with approved course learning outcomes, departmental objectives, and institutional goals.
• Evaluate student learning through formative and summative assessments and use assessment data to improve instructional effectiveness and student achievement.
• Maintain accurate and timely records of attendance, grades, student progress, and other required academic documentation in accordance with University policies and FERPA regulations.
• Provide timely, constructive, and meaningful feedback that supports student learning and academic growth.
• Foster an inclusive, equitable, and supportive classroom environment that values diverse educational, cultural, and socioeconomic backgrounds.
• Integrate instructional technology, learning management systems, and digital learning resources to enhance teaching effectiveness and student engagement.
• Collaborate with the Academic Resource Center, faculty, academic advisors, and other campus support services to identify and address student academic needs.
• Participate in departmental meetings, curriculum development, program assessment, and professional development, as assigned.
• Contribute to accreditation, program review, and institutional effectiveness initiatives by maintaining appropriate instructional documentation and participating in assessment and continuous quality improvement processes.
• Maintain established office hours (as applicable) and provide academic support to students outside of class.
• Adhere to all University policies, academic standards, and professional expectations.

Minimum Qualifications

• Master's degree in English, Reading, Composition, Rhetoric, Literacy, English Education, Reading Education, or a closely related discipline from a regionally accredited institution.
• OR a master's degree in another discipline with a minimum of 18 graduate semester credit hours in English, Reading, Composition, Rhetoric, Literacy, or a closely related field.
• Demonstrated knowledge of effective instructional practices for developmental or college preparatory reading and writing.
• Excellent written, verbal, interpersonal, and organizational communication skills.
• Commitment to fostering student success through equitable and inclusive teaching

Preferred Qualifications

• Experience teaching developmental education, integrated reading and writing, first-year composition, or college preparatory English courses.
• Experience supporting academically underprepared or first-generation college students.
• Experience using learning management systems such as Canvas, Blackboard, or Moodle.
• Experience assessing student learning outcomes and using assessment data to improve instruction.
• Knowledge of Universal Design for Learning (UDL), differentiated instruction, culturally responsive teaching, and other inclusive pedagogical practices.

Knowledge, Skills, and Abilities

• Knowledge of developmental education pedagogy, literacy instruction, and evidence-based teaching practices.
• Ability to design curriculum aligned with measurable student learning outcomes.
• Ability to implement effective instructional and assessment strategies that support diverse learners.
• Strong classroom management, communication, and student engagement skills.
• Ability to analyze assessment data and implement instructional improvements that enhance student learning.
• Ability to work collaboratively with faculty, staff, administrators, and campus partners.
• Demonstrated commitment to academic integrity, equity, student success, and continuous improvement.
• Proficiency in instructional technology, learning management systems, and Microsoft Office applications.

Supervisory Responsibility

• None (unless otherwise designated by the department)

Physical Requirements

• Ability to perform the essential functions of the position with or without reasonable accommodation.
• Ability to occasionally lift, carry, push, or pull objects weighing up to 10 pounds.
• Ability to sit, stand, walk, and communicate effectively for extended periods while providing classroom instruction.

Working Conditions and Environment

• Work is performed primarily in a classroom, office, or other standard educational environment.
• Limited exposure to physical hazards.
• May require occasional evening or weekend assignments to support instructional or institutional activities.