Teaching Faculty in Engineering/Engineering Technology
Teaching Faculty in Engineering/Engineering Technology
- The major emphasis is on teaching and inspiring students to learn, by working in classrooms, laboratories, individual conferences, and related activities to help students develop their interests and abilities to the fullest capacity to become better persons, better workers, and better citizens. Faculty responsibilities also include: office hours, committee work, student activities, community activities, student advising, and professional activities.
- Responsible for teaching discipline courses in which he/she has specific training or competence. Plans, organizes, teaches, and provides feedback to students to promote and direct student learning in either a classroom or online environment to students with a wide variety of academic backgrounds and experiences. Engages students outside of class in support of the curriculum and co-curriculum; provides thorough, timely, and effective feedback to students regarding the mastery of course and program learning outcomes; develops curriculum and works collaboratively with colleagues to select program and/or discipline resources; assists in the selection and development of faculty; participates in and/or leads the instructional activities of the discipline and governance of the division, campus, and college. Demonstrates the effective use of technology in an academic environment. Works cooperatively and collegially with other faculty and staff members, colleagues, and community partners in support of student learning.
Employment may be comprised of, from time to time at the direction of the college or officials of the VCCS or the Commonwealth, in‐person teaching and testing, and/or on‐line, virtual, or remote teaching and testing – whether synchronous or asynchronous. Thus, teaching delivery may be required to shift from one method to another and back during the course of the contract term.
- Teaching: Responsible for creating a learning environment that facilitates students’ acquisition of knowledge and skills in a discipline and/or program. Teaching encompasses the following four components:
- Instructional Design: utilize and distribute established course syllabus as found in the college’s i-INCURR; select appropriate textbooks and/or learning resources; design and implement assessment strategies that effectively measure student achievement of established course learning outcomes.
- Instructional Delivery: align course activities with student learning outcomes for the course; employ a variety of active learning strategies to foster student engagement; employ appropriate technology and supporting materials that support course and/or program learning outcomes; and provide students with prompt and meaningful feedback on course activities and assignments, communicating with students in a timely and respectful manner.
- Instructional Effectiveness: deliver instruction so as to align with stated learning outcomes; adhere to college policies and procedures for participation in student surveys of instruction; conduct meaningful and timely assessments of student learning, including at least one assessment within the first two weeks of class; and analyze the previous semester’s student ratings of instruction and develop and implement appropriate action plans as necessary.
- Instructional Expertise: maintain currency in the assigned teaching discipline(s), methods of teaching, learning, and/or instructional technology.
- College representation where there is a direct connection between the faculty member who engages in the specific activity and his/her position at the college.
- College citizenship where the activities are in support of the college or VCCS initiatives wherein the faculty member is a member of a committee but not in a leadership role.
- Community citizenship where participation by the faculty member is part of the person’s involvement in the community as a citizen who happens to be a college employee.
Applicable to all teaching faculty positions:
- Willingness to design and implement curriculum to support and improve student learning.
- Ability to develop and adapt teaching and learning strategies to accommodate the diversity of community college students to promote acquisition and application of knowledge.
- Ability to use consistent, timely formative and summative assessment measures to enhance student learning.
- Experience with, or willingness to learn and utilize, proven teaching strategies that promote student success.
- Willingness to use or incorporate emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.
- Ability to effectively communicate interpersonally (in group and one-on-one settings) orally and in writing.
- Willingness to stay current and continually improve knowledge and understanding of the discipline.
- Teaching experience in higher education is required; community college teaching experience is preferred.
Applicable to the specific position:
- Appropriate level of education (required): Master’s or doctorate degree in Electrical, Mechanical Engineering, or related engineering discipline. Two years related occupational experience.
- Coursework and/or teaching experience in electronics technology, electronics engineering technology, mechanical engineering technology or related technical areas preferred.
As delineated in the KSA’s/Required Qualifications section
For full description and to apply, please go to https://jobs.vccs.edu/postings/31371
Review of application materials will commence March 3, 2021 and continue until filled.
Virginia’s Community College System, an EEO employer, welcomes applications from people of all backgrounds and recognizes the benefits of a diverse workforce. Therefore, the VCCS is committed to providing a work environment free of discrimination and harassment. Employment decisions are based on business needs, job requirements and individual qualifications. We prohibit discrimination and harassment on the basis of race, color, religion, sex, national origin, age, sexual orientation, mental or physical disabilities, pregnancy, childbirth or related medical conditions, political affiliation, veteran status, gender identity, or other non-merit factors.