"Assistant Professor, English as a Second Language and English (Riverside City College)"

Assistant Professor, English as a Second Language and English (Riverside City College)

Riverside Community College District

Department: English & Media Studies (R)

Position Type: Full-Time Faculty/Counselor/Librarian

College/Campus: Riverside

Physical location: Riverside

Employment Type: Full-Time

Tenure Track (Faculty): Yes

Position Length: 10-month

Salary Range: Column C, Step 1 to Column H, Step 6

Salary Amount: $93,002 - $143,291

Salary Type: Annual

Basic Function

Riverside City College is seeking an Assistant Professor, English as a Second Language and English who will carry primary responsibility for lecture, laboratory and/or hybrid instruction in ESL courses typically taught at the community college level.

The ideal candidate will share RCC's and the department of English & Media Studies' commitment to educating its racially, ethnically, and socioeconomically diverse student population. We currently enroll 28,939 students, the majority of whom are from racially minoritized populations. 60% of RCC's students are Hispanic, 8% are African-American, 7% are Asian American, 0.3% are Native American, 0.7% are Pacific Islander, 21% are White, 2% are multiracial. Riverside City College has been designated as a Hispanic-Serving Institution, reflecting the great responsibility that the College has to the educational attainment and economic well-being of the surrounding community.

We are a Hispanic and Minority serving institution with established programs for Puente, Umoja, Allies, Veterans and Foster Youth. RCC is a leader in the California Guided Pathways Project, as well as dual enrollment with our local high schools and strong workforce preparation.

We are proud of our dedication to all our students and their families and, through a variety of means, provide robust offerings of culturally responsive events, speakers and opportunities for professional training in equity practices.

The successful candidate will be a well-rounded faculty member responsible for instruction in all aspects of the English as a Second Language discipline. The successful candidate will have the opportunity to teach all levels of our ESL course sequence and special skill courses. The assignment may also include other English courses in the department. Teaching assignment may include early morning (e.g. 7am) day, evening, weekend, online, hybrid, and/or off campus classes.

For additional information about RCC, visit our website at www.rcc.edu.

Education

Qualification to be placed in the faculty service area (FSA) of English as a Second Language: Master's in TESL, TESOL, applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis or education with a TESL emphasis OR Bachelor's in TESL, TESOL, English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate AND master's in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech or any foreign language OR the equivalent.

AND

Additional qualification to be placed in the FSA of English is required. Master's in English, literature, comparative literature, or composition OR Bachelor's in any of the above AND Master's in linguistics, TESL, speech, education with a specialization in reading, creative writing or journalism OR the equivalent

(All degree[s] and units used to satisfy minimum qualifications shall be from accredited institutions.)

Experience

A minimum of three years of successful experience teaching composition/literature to a underrepresented and diverse student populations at a community college or baccalaureate level institution is required. Experience teaching college level composition is required with knowledge of co-requisite courses as to address the implications of AB705. The ideal candidate will show evidence of utilizing a diverse canon in his/her classroom as to address the equity and achievement gaps in higher education. Teaching experience at the community college level is preferred.

The ideal candidate will (1) have recent experience working with students from various cultures and who speak a variety of languages (i.e. Spanish, Arabic, Vietnamese, Chinese, and more), and who may be socioeconomically minoritized; (2) possess an understanding of how historical patterns have shaped the experiences and representation of these students within higher education; especially how real or perceived exclusion can shape patterns of participation and outcomes; (3) demonstrate a willingness to examine and refine instructional, relational, and classroom practices to more effectively engage and support various groups of marginalized students; and (4) demonstrate experience and skill with addressing issues of equity in the classroom. The candidate will also demonstrate knowledge of the implications of the Hispanic-Serving designation for institutional, departmental, and instructional practices; and (5) have experience with studying another language in a classroom setting and acculturating to a foreign culture.

Additionally, the ideal candidate will be knowledgeable about culturally-responsive pedagogical techniques and practices for engaging our diverse student population in addition to having the ability to teach well; create and develop both credit and non-credit curriculum; be able to conduct assessment and mentor part-time faculty; be knowledgeable about teaching languages in hybrid, online, and lab environments; be aware of ESL in CTE programs and as support for ELLs in transfer-level English; work well with others (students, faculty, staff, and administrators); and fulfill the duties of a full-time faculty member in a shared governance environment.

Duties and Responsibilities

The successful candidate will, among other things:

1. Fulfill the duties of a full-time instructor, including, but not limited to, holding weekly office hours and completing 24 hours of "flex credit" through various available activities and seminars.
2. The instructional assignment will include lecture and laboratory classes in the discipline(s) assigned. Teaching assignment may include early morning (e.g., 7am), day, evening, online, hybrid, and/or off campus classes.
3. Faculty will participate in outcomes assessment work.
4. Faculty assignment is based upon the assumption of workload of forty hours weekly, including but not limited to conducting classes, class preparation, student evaluation, office hours, committee work, curriculum and program development, learning outcomes assessment, program review, student activities, and other duties per the bargaining unit agreement.
5. Institutional service activities are expected of all faculty members.
6. Participation in discipline/department decision-making processes and work regarding curriculum, program development, Improvement of Instruction, and other professional matters is expected.
7. Responsibilities also include maintaining standards of professional conduct and ethics appropriate to the professional position.

Conditions of Employment

1. Ten-month, tenure-track position.
2. Salary is commensurate with academic preparation, and full-time teaching or equivalent experience with a range from Column C, Step 1 to Column H, Step 6 of the current Faculty Salary Schedule.
3. Medical and dental benefits are provided for the employee and legal dependents.
4. A $50,000 life insurance policy is provided for the employee.
5. Orientation to college is required as is adherence to Improvement of Instruction policy.
6. Maintaining broad knowledge of the academic or occupational area and design pedagogy related to learning outcomes is expected.
7. Responsible for all other conditions of employment required of full-time faculty members such as a willingness to be involved in District and College promotional activities, active participation in college committee work, student activities and other support services, and appropriate professional activities.