Accounting Instructor (Part-Time Faculty Pool) Fresno City College

Continuous recruitment to establish an applicant pool for part-time faculty positions. Applications will be reviewed as vacancies arise.

About the Role

Fresno City College values serving students from diverse cultural heritages, socioeconomic backgrounds, genders, abilities, and orientations. The successful candidate will be an equity-minded leader committed to student success through collaboration with faculty, staff, administration, students, and community partners dedicated to closing equity gaps.

An Equity-minded Individual is a person who:

• Understands the importance of holding educators accountable for closing equity gaps and engaging in equitable practices;
• Reframes inequities as a problem of practice and views their elimination as an individual and collective responsibility;
• Encourages positive race-consciousness and embraces human difference;
• Supports institutional practices that develop and sustain culturally responsive teaching and learning environments; and
• Strategically builds support for and participation in equity-related initiatives across internal and external communities.

Fresno City College seeks leaders who prioritize student-centered approaches, mentorship, and collaboration in a collegial environment. The ideal candidate will share the college’s commitment to educating its racially and socioeconomically diverse student population and join a department dedicated to curriculum responsive to student needs.

Responsibilities

• Teach a part-time schedule of Accounting courses as assigned;
• Use a variety of pedagogies and integrate instructional delivery systems, including technology for face-to-face, online, and/or hybrid formats;
• Communicate effectively with students, faculty, and staff;
• Employ effective teaching methods aligned with institutionally approved curriculum and course outlines;
• Evaluate student progress through tests, examinations, written assignments, and oral responses;
• Provide course syllabi to students;
• Maintain classroom records in accordance with District Policy;
• Submit required student grading and evaluation reports in a timely manner;
• Teach in various instructional settings and times, including as needed;
• Fulfill all duties and responsibilities of instructors as required by Administrative Regulation 7122; and
• Perform other assigned duties.

Requirements

All candidates must demonstrate 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 equity-minded practice in the classroom.

• Master’s in accountancy or business administration with an accounting concentration; or
• Bachelor’s in business with accounting emphasis, business administration with accounting emphasis, or economics with an accounting emphasis and Master’s in business, business administration, business education, economics, taxation, finance, or equivalent; or
• A valid California Community College Credential; or
• Equivalent education and/or experience (requires an equivalency).

Note: A bachelor’s degree in accountancy or business administration with an accounting concentration, along with a CPA license, is an alternative qualification. If your degrees do not match the stated requirements, you must petition for equivalency.

Desirable Qualifications

• Experience incorporating elements of diversity, equity, and inclusion into all areas of responsibility;
• Recent experience working with African American, Asian/Pacific Islander, Latinx, Native American, and other racially minoritized students, and understanding historical exclusion patterns in higher education;
• Willingness to examine and improve instructional and relational practices to support racially minoritized students;
• Related work and professional experience;
• Experience working with students of diverse cultural, gender, age, socioeconomic, and ethnic backgrounds, including students with disabilities;
• Experience supporting traditionally underrepresented students, such as students of color and foster youth;
• Facilitation of multicultural and cross-cultural communication with sensitivity to diverse backgrounds;
• Experience with under-prepared and high-need community college students;
• Ability to collaborate with faculty and staff to enhance instruction, curriculum, and student success;
• Proficiency with instructional technologies to support high-quality teaching;
• Effective communication with students and staff;
• Knowledge of current assessment methods and materials; and
• Understanding of the community college mission and goals.

Pay

• Newly hired part-time faculty will be placed on step one (1) of the Part-Time Faculty Salary Schedule.
• Salary classification placements are based on education and experience as outlined in the Part-Time Faculty Salary Classifications.
• Sick leave accrual is based on assignment hours.

For more information, refer to the SCCD & SCFT Part-Time Faculty Agreement.

About the College

As California’s first community college, Fresno City College has a proud history of leadership in education. Located near the Tower District and downtown Fresno, the college is committed to academic excellence, diversity, equity, and inclusion. It prioritizes equitable outcomes and student success through anti-racist practices and dynamic communities of respect and inquiry.

Mission: Fresno City College provides access to equity-centered, quality, innovative educational programs and support services. It fosters a culture of anti-racism, student success, and lifelong learning while contributing to the sustainable economic, social, and cultural development of the region.

Vision: The college aspires to build on its equity-centered mission, normalizing a culture of racial equity and anti-racism. It aims to create a community of belonging, affirmation, and validation, transforming lives in the Central Valley and beyond.

Core Values:

• Equity-Mindedness: Addressing inequities in student outcomes and reassessing practices with race-consciousness and awareness of historical exclusion.
• Social Justice: Removing institutional barriers and validating students’ lived experiences through data-driven solutions.
• Sustainable Social and Economic Mobility: Breaking extractive, exploitative, and racist systems to empower marginalized communities and foster trans-generational growth.