Biology Instructor (Part-Time Faculty Pool) Madera Community College Center
State Center Community College District
Part-time
On-site
Fresno, California, United States
Biology
Desirable Qualifications
Background in general biology, human biology, anatomy, and physiology; Experience teaching biology to both majors and non-majors; Related work and professional experience; Experience in identifying and remediating students’ knowledge and skills deficiencies to ensure student success; Experience with educational technology (computer, interactive video, smart podia, etc.); Certificate to teach in an on-line hybrid environment; Knowledge of student success models/orientation programs designed to improve student success and retention; Ability to communicate effectively (oral and written) and maintain effective working relationships with students, faculty, staff, and administration; Ability to develop new and current curriculum and focus on student learning outcomes to improve student learning; Recent experience working with African American, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusions of these groups in higher education shape patterns of participation and outcomes; Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students; Experience and skill with addressing issues of equity in the classroom; Potential for contribution to institutional vitality and growth; and Knowledge of the community college and its mission and goals.
Minimum Qualifications
Master’s in any biological science; OR Bachelor’s in any biological science AND master’s in biochemistry, biophysics, or marine science; OR A valid California Community College Credential; OR The equivalent education and/or experience ( requires an equivalency ). All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom.
Background in general biology, human biology, anatomy, and physiology; Experience teaching biology to both majors and non-majors; Related work and professional experience; Experience in identifying and remediating students’ knowledge and skills deficiencies to ensure student success; Experience with educational technology (computer, interactive video, smart podia, etc.); Certificate to teach in an on-line hybrid environment; Knowledge of student success models/orientation programs designed to improve student success and retention; Ability to communicate effectively (oral and written) and maintain effective working relationships with students, faculty, staff, and administration; Ability to develop new and current curriculum and focus on student learning outcomes to improve student learning; Recent experience working with African American, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusions of these groups in higher education shape patterns of participation and outcomes; Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students; Experience and skill with addressing issues of equity in the classroom; Potential for contribution to institutional vitality and growth; and Knowledge of the community college and its mission and goals.
Minimum Qualifications
Master’s in any biological science; OR Bachelor’s in any biological science AND master’s in biochemistry, biophysics, or marine science; OR A valid California Community College Credential; OR The equivalent education and/or experience ( requires an equivalency ). All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom.