Part-Time Instructor of Emergency Medical Services (EMS) - School of Public Safety

Scope of Assignment

The successful candidate will join the Emergency Medical Services department that continues to create curriculum responsive to student needs, increasing student completion through the implementation of strategies geared to increase student equity.

Minimum Qualifications

Any bachelor’s degree and two years of professional experience, or any associate degree and six years of professional experience.

Determined by California State Chancellor’s Office.

Physical and Mental Standards

• Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.
• Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.
• Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.
• Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently.
• Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person.
• Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments.

Desirable Qualifications

Current experience as a paramedic. Ability to develop curriculum or services that stress innovation and improve student equity. Enthusiasm for the learning process. Commitment to supportive relationships with students and colleagues. Participate in professional growth and remain current in subject area and major state initiatives. Ability to operate effectively in an environment of change and ambiguity. Vision and energy to plan and organize programs to enhance student success. Willingness to participate effectively in shared governance and to work collaboratively. Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.

Preferred Qualifications

• Education and/or experience in teaching in Emergency Medical Services at the community college level, with a particular emphasis on basic skills.
• State-of-the-art knowledge of Emergency Medical Services
• Current understanding of assessment processes for improving student success at the course, program, and degree level.
• Competent in new pedagogies and other pedagogies directed at improving student success and student equity.
• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within 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.
• Experience and expertise in culturally responsive teaching, especially as it relates to the relevance of students’ lives, interests, and communities.
• Demonstrated ability to address equity gaps within coursework and the classroom.
• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

Example of Duties

Teach lower division college courses in Emergency Medical Services (EMS); preparation of materials; grading student work; maintaining an effective classroom environment and workspace. Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines. Informing students of course requirements, evaluation procedures, and attendance requirements. Preparing and grading class assignments and examinations and informing students of their academic progress. Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines. Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement. Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity. Participating in professional development activities to fulfill mandatory FLEX requirements. Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles. Maintaining appropriate standards of professional conduct and ethics.