PT Instructor, Anthropology (Forensic)

The Chronicle Of Higher Education, Inc.; Dublin (CA); On-site; USD 3,104,000 - 3,473,000; Part time

Job summary

The Chronicle Of Higher Education, Inc. is seeking a part-time Instructor of Anthropology (Forensic) at Chabot College in Hayward, CA.

The role focuses on teaching Forensic Anthropology and related laboratory components during the summer session, using Canvas and on-campus labs to guide student analyses of skeletal remains and medicolegal case studies. Applicants should be prepared to teach both lecture and lab sections, adapt to diverse learning styles, and participate in program development,

Qualifications

• Master's in anthropology or archaeology OR Bachelor's in either of the above AND Master's in sociology, biological sciences, forensic sciences, genetics or paleontology OR the equivalent.
• Desirable: Experience teaching Forensic Anthropology and/or Human Osteology.
• Desirable: Experience teaching laboratory courses.

Responsibilities

• Teach Forensic Anthropology and Forensic Anthropology Laboratory (ANTH 13 and ANTH 13L) via Canvas and in-person labs.
• Deliver lectures and labs; guide students in applying forensic methods to skeletal analyses and case studies.
• Adapt teaching to diverse student backgrounds and create online course components as needed.

Education

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

Job description

PT Instructor, Anthropology (Forensic)

Salary: $2,253.10/CAH - $2,521.46/CAH

Start Date: Summer 2027

Closing Date: Open Until Filled

Location: Chabot College, 25555 Hesperian Blvd, Hayward, Ca94545

Job Summary

The Chabot-Las Positas Community CollegeDistrict is seeking a PT Instructor, Anthropology (ForensicAnthropology & Lab) for Chabot College.

Applicants will be expected to provide instruction in ForensicAnthropology (ANTH 13) and Forensic Anthropology Laboratory (ANTH13L) through Canvas and in-person laboratory activities during thefast-paced summer session. Applicants should be prepared to teachboth the lecture and laboratory components of the course andsupport students in applying forensic anthropological methods tothe analysis of human skeletal remains and medicolegal casestudies.

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Duties and Responsibilities

• Have experienceteaching college-level courses in Linguistic Anthropology;
• Demonstrate enthusiasm for teaching;
• Communicate effectively, both orally and in writing;
• Demonstrate ability to communicate well with students of diverseacademic, ethnic, socioeconomic, and cultural backgrounds;immigration status; gender identities, sexual orientations; andstudents with disabilities;
• Adapt instructional techniques to accommodate varied learningstyles and abilities;
• Be willing to teach day, evening, off-campus, and onlineclasses, as needed;
• Develop online courses, as needed;
• Interact successfully with others, including Anthropologycolleagues and other Social Science colleagues;
• Maintain expertise in current teaching methods, disciplineknowledge, and discipline-specific technologies;
• Instruct lecture courses in Linguistic Anthropology, inaccordance with credit course outlines approved by the Board ofTrustees;
• Assist students in achieving stated course objectives. Evaluatethe progress of each student and notify students in need ofcounseling services and/or tutorial assistance. Track studentlearning outcomes and maintain records of student learningoutcomes;
• Participate in the departmental process of curriculum review,modification, and the assessment of student learningoutcomes;
• Assist the Division Dean in the preparation of required reportsby providing requested information;
• Attend various departmental, divisional, and campus-wideactivities and events as required;
• Perform other necessary duties as assigned by the Division Deanand as outlined in Board Policy.

Minimum Qualifications

• Master's in anthropology orarchaeology OR Bachelor's in either of the above AND Master's insociology, biological sciences, forensic sciences, genetics orpaleontology OR the equivalent.

Evidence of understanding of and responsiveness to the diverseacademic, socioeconomic, cultural, disability, gender identity,sexual orientation, racial and ethnic backgrounds of communitycollege students, as these factors relate to the need forequity-minded practices within the classroom.

Applicants applying under the “Equivalent” provision must providedetails that explain at time of application how their academicpreparation is the equivalent of the degree listed above.

Desirable Qualifications

• Experience teachingForensic Anthropology and/or Human Osteology;
• Experience teaching laboratory courses.

Physical Demands and Working Environment

Individualswith disabilities who are unable to carry out the physicalactivities 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.

Special Instructions to Applicants

The Board ofTrustees has updated Board Policy 7330 to incorporate informationon COVID vaccination requirements, which are currently suspended.Accordingly, employee(s) must comply with the Board Policy foundat: http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.

It is the policy of this District to provide equal opportunity inall areas of employment practices and to assure that there shall beno 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 othersimilar factors in compliance with Title IX, Sections 503 and 504of the Rehabilitation Act, other federal and statenon-discrimination regulations, and its own statements ofphilosophy of objectives. The District encourages the filing ofapplications by both sexes, ethnic minorities, and thedisabled.

The Chabot College Community Equity Statement

ChabotCollege is committed to educational equity in its academic programsand college services so that students may achieve their personal,educational, and career goals. Our equity work today builds upon astrong history: the Puente and Umoja programs were first created atChabot College, and have since been replicated across the state.These programs have paved the way for a series of additionaleducational and student support programs intentionally focused onequity that thrive at Chabot College today. Chabot College islocated in Hayward, California, the third most diverse city in theUnited States. We serve a highly diverse student population and areproud to be designated as a Hispanic Serving Institution.Information about the demographics of our campus community can befound here. Serving our diverse community requires aculturally-responsive approach that recognizes the myriad strengthsand assets that our students bring to the campus community. We doso by promoting a classroom and co-curricular learning environmentthat is inclusive, collaborative, engaging, and challenging, andwhere respect, dignity, and integrity are core values. We seestudents as producers of knowledge, not just consumers ofknowledge. We work to reframe inequities as a problem of practice,and view the elimination of inequities as an individual andinstitutional responsibility.

Joining Our College Community

We seek equity-mindedapplicants who demonstrate they understand the benefits diversitybrings to an educational community.

We look for applicants who

• Value and intentionally promote diversity and consciousness ofdifference
• Demonstrate cultural humility and an ongoing desire to improvecultural competence
• Are dedicated to addressing issues of social justice
• Accept their shared role and responsibility in addressingopportunity and achievement gaps experienced by students
• Have experience and success in closing student equity gaps andengaging in equitable practices, or are knowledgeable andenthusiastic about implementing practices that achieve thesegoals
• Actively seek to identify, disrupt, and remove institutionaland/or systemic barriers that adversely impact historicallymarginalized communities
• Empower the underrepresented and underserved
• Foster students' potential to become global citizens andsocially responsible leaders
• Believe that all people have the right to an education and workenvironment free from fear, harassment, or discrimination.

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