Automotive Technology Instructor (Part-Time Faculty - SC)

Saddleback College; California (MO); On-site; USD 30,000 - 50,000; Part time

Job summary

Saddleback College is seeking temporary, part-time faculty members to assist a diverse group of students in achieving their educational goals. Responsibilities include teaching classes, preparing course materials, and assessing student performance. Ideal candidates will have a commitment to equity and diversity and understanding of various backgrounds.

Applicants should live within commuting distance to Orange County and meet required qualifications. Teaching assignments may include day, evening, weekend, online and/or off-campus classes.

Qualifications

• Bachelor's degree or higher with two years of professional experience.
• Any associate degree with six years of professional experience.
• Combination of education and experience equivalent to above.

Responsibilities

• Teach classes according to established curriculum.
• Prepare course materials and lectures.
• Assess student performance and maintain records.

Skills

Commitment to equity and diversity

Sensitivity to diverse backgrounds

Education

Bachelor's degree or higher

Associate degree

Job description

Job Overview

Temporary, part-time faculty positions offer the opportunity to assist a diverse group of students in achieving their educational goals. As one of the largest community college districts in southern California, we offer a wide range of opportunities in transfer, general education, career, and technical education programs. These part-time positions are on an as-needed basis and applicants should live within commuting distance to Orange County.

Performance Responsibilities

• Teach classes according to established curriculum and course outlines.
• Prepare and provide students with course outlines, materials, and lectures that support learning objectives as set in the course syllabus.
• Help develop and measure learning outcomes as identified by the department when requested.
• Assess student performance and maintain grade records.
• Report assessment data on student learning outcomes, administrative unit outcomes, and/or student services outcomes.
• Use the results of student learning outcomes assessment to improve teaching and learning.
• Maintain appropriate standards of professional conduct and ethics.
• Maintain current knowledge in subject matter areas.
• Follow regulations, policies, and procedures of the college and district as published.
• Complete all program/college/district reporting deadlines on time.
• Complete and submit required documents in a timely manner.
• Use technology and learning materials that are current, support the lesson, and enable students to engage with the material.
• Establish and maintain a framework for regular and sustained contact with/among students when teaching distance education courses.
• Teach classes during the scheduled time and at the assigned location.
• Meet workload obligations.
• Maintain accurate records.
• May participate in curriculum review and program development.
• Assignments may include day, evening, weekend, online and/or off-campus classes.

Minimum Qualifications

• Must meet one (1) of the following qualifications under (a) through (c):
• (a) Any bachelor's degree or higher and two years of professional experience, or
• (b) Any associate degree and six years of professional experience.
• (c) A combination of education and experience that is at least the equivalent of (a) or (b). If applying under (c), the applicant must thoroughly and completely answer all equivalency questions and provide all required materials.
• Professional experience is required when the applicant holds a master's degree. The required professional experience must be directly related to the teaching assignment.
• Commitment to equity and diversity. All applicants must have demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff, and must demonstrate how these factors relate to the need for equity-minded practices within an educational environment.