PT Instructor, Anthropology (Forensic)

Chabot-Las Positas Community College District; Hayward (CA); On-site; USD 3,104,000 - 3,473,000; Part time

Job summary

Chabot-Las Positas Community College District is seeking a part-time Instructor of Anthropology (Forensic) at Chabot College in Hayward, CA.

The role covers Forensic Anthropology lecture (ANTH 13) and lab (ANTH 13L) via Canvas and in-person labs during a fast-paced summer session, teaching both lecture and lab components and guiding students in applying forensic methods to remains and case studies.

Candidates should bring strong teaching skills and a commitment to equity and student success.

Qualifications

• Master’s in anthropology or archaeology, or equivalents as allowed.
• Evidence of understanding diverse student backgrounds and equity-minded practices.
• Applicants using the Equivalent provision must explain equivalence at time of application.

Responsibilities

• Teach ANTH 13 and ANTH 13L via Canvas and in-person labs.
• Deliver both lecture and laboratory components.
• Support students in applying forensic methods to skeletal remains and case studies.
• Assess student learning outcomes and track progress.
• Collaborate with colleagues and participate in curriculum review and reporting.

Skills

Teaching enthusiasm

Effective communication

Diversity & inclusion

Online course development

Adaptable teaching

Student assessment

Education

Master's in anthropology or archaeology

Equivalent qualifications

Job description

PT Instructor, Anthropology (Forensic)

Salary: $2,253.10/CAH - $2,521.46/CAH https://www.clpccd.org/hr/files/docs/salary/07.01.2026_salary_schedules/Faculty_Salary_Schedule_07012026_CLPCCD_CLPFA_2025_2028_TA.pdf

Start Date: Summer 2027

Closing Date: Open Until Filled

Location: Chabot College, 25555 Hesperian Blvd, Hayward, Ca 94545

Job Summary

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

Applicants will be expected to provide instruction in Forensic Anthropology (ANTH 13) and Forensic Anthropology Laboratory (ANTH 13L) through Canvas and in-person laboratory activities during the fast-paced summer session. Applicants should be prepared to teach both the lecture and laboratory components of the course and support students in applying forensic anthropological methods to the analysis of human skeletal remains and medicolegal case studies.

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Duties and Responsibilities

• Have experience teaching 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 diverse academic, ethnic, socioeconomic, and cultural backgrounds; immigration status; gender identities, sexual orientations; and students with disabilities;
• Adapt instructional techniques to accommodate varied learning styles and abilities;
• Be willing to teach day, evening, off-campus, and online classes, as needed;
• Develop online courses, as needed;
• Interact successfully with others, including Anthropology colleagues and other Social Science colleagues;
• Maintain expertise in current teaching methods, discipline knowledge, and discipline-specific technologies;
• Instruct lecture courses in Linguistic Anthropology, in accordance with credit course outlines approved by the Board of Trustees;
• 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;
• Participate in the departmental process of curriculum review, modification, and the assessment of student learning outcomes;
• Assist the Division Dean in the preparation of required reports by providing requested information;
• Attend various departmental, divisional, and campus-wide activities and events as required;
• Perform other necessary duties as assigned by the Division Dean and as outlined in Board Policy.

Minimum 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.

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

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

Special Instructions to Applicants

The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID vaccination requirements, which are currently suspended. Accordingly, employee(s) must comply with the Board Policy found 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

• Value and intentionally promote diversity and consciousness of difference
• Demonstrate cultural humility and an ongoing desire to improve cultural competence
• Are dedicated to addressing issues of social justice
• Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students
• 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
• Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities
• Empower the underrepresented and underserved
• Foster students’ potential to become global citizens and socially responsible leaders
• Believe that all people have the right to an education and work environment free from fear, harassment, or discrimination.