Department of University Studies (USTD) Part-time Lecturer Pool

Department of University Studies (USTD) Part-time Lecturer Pool

California State University, San Bernardino

Job no: 559141
Work type: Instructional Faculty - Temporary/Lecturer
Location: Southern California|San Bernardino - San Bernardino Campus
Categories: Bargaining Unit|Unit 3 - CFA - California Faculty Association,Job Search Category/Discipline|Faculty - Letters/Humanities,Appointment Type|Temporary,Time Basis|Part Time

Are you dedicated to supporting the academic and personal success of first-year college students? Do you have a passion for empowering students to navigate the challenges and opportunities of higher education? If so, we invite you to apply to teach a section of USTD 1000 for the summer 2026.

California State University, San Bernardino (CSUSB) is a preeminent center of intellectual and cultural activity in the Inland Empire region of Southern California. Opened in 1965 and set at the foothills of the beautiful San Bernardino mountains, the university serves approximately 19,000 students. CSUSB is a federally recognized minority-serving and Hispanic-serving institution that reflects the dynamic diversity of the region and has the most diverse student population of any university in the Inland Empire: 74 percent of its students are members of underrepresented groups, 80 percent are first-generation, and 56 percent are Pell eligible.

JOB SUMMARY

The USTD 1000 First Year Seminar course is designed to equip students with the skills, knowledge, and resources necessary to excel academically, navigate the challenges of university life, and foster a sense of community and belonging within the college environment. It addresses the unique opportunities faced by first year and first-generation students.

TYPICAL ACTIVITIES

Qualified candidates must demonstrate a commitment to excellence in teaching and mentoring a diverse student population and to working effectively with faculty, staff and students across a wide range of disciplines.

• Creating a welcoming and inclusive learning environment that encourages participation, collaboration, and mutual support among students.
• Delivering engaging and interactive seminar sessions that cover a variety of topics, including study skills, time management, critical thinking, academic writing, and career exploration.
• Facilitating discussions, activities, and assignments that encourage active participation, collaboration, and self-reflection among students.
• Providing mentorship, guidance, and support to students as they transition into college life and navigate academic challenges.
• Collaborating with campus resources, including academic advisors, academic support, and student affairs, to enhance the overall student experience and promote retention and success.
• Assessing progress, providing constructive feedback, and assisting in setting academic goals.

MINIMUM QUALIFICATIONS

• A minimum of a master's degree (preferably in counseling, psychology, social work student development, higher education, public administration or a related field).
• At least one year of teaching or work experience as a student facing professional in higher education.

REQUIRED QUALIFICATIONS

• A master's degree (preferably in counseling, psychology, social work student development, higher education, public administration or a related field).
• Strong communication and interpersonal skills and a genuine commitment to diversity, equity, and inclusion practices and pedagogies.
• Experience working with first-generation college students or underserved student populations.
• Passion for student success and fostering a supportive and inclusive learning environment.
• Knowledge of best practices in supporting the needs of first-generation students.
• Ability to create an inclusive and supportive learning environment that recognizes and values the strengths and experiences of first-generation students.

PREFERRED QUALIFICATIONS

• Experience teaching, advising or mentoring first year college students/students in transition.
• Knowledge of best practices in supporting the needs of first-generation students.
• Ability to adapt teaching strategies to meet the diverse needs and learning styles of students.

Evidence of scholarly activity, publication, and innovation is valued. Evidence of exemplary graduate-level teaching and leadership experience at program level is preferred and should be noted in application.