Assistant Professor, Genetics

We need to output HTML fragment with sections: About the role? The job summary is a prose. We need headings for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. We have content: Job Summary (prose). Job Description (duties). Additional Job Description Required Qualifications (list). Preferred Qualifications (list). Knowledge, Skills, & Abilities (list). Institutional Values & Behavioral Expectations (list). Special Instructions (metadata). Required Application Materials (list). Also mention appointment details (9-month multi-year appointment, start date Aug 2027). That could be in a section like "Appointment Details" but not in allowed headings; we could put under About the role or maybe under Responsibilities? The instruction: Use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we should map content to these headings. We have: - About the role: could be the Job Summary paragraph. - Responsibilities: the Job Description typical duties list. - Requirements: Required Qualifications (maybe also ABD note). Could be under Requirements. - Qualifications: Preferred Qualifications. - Skills: Knowledge, Skills, & Abilities. - Benefits: Not mentioned explicitly. No benefits details. So we should not include Benefits section. - Pay: Not mentioned. So omit. - Schedule: Not mentioned (teaching load 9 credit hours per semester). That could be considered schedule? But schedule heading is for work schedule details like full-time, part-time, hours. The posting mentions teaching load but not explicit schedule. Might be considered schedule? The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state teaching load 9 credit hours per semester, which is a schedule aspect. Could we include Schedule? It says "Teach 9 credit hours per semester of core and upper-level, and/or graduate courses". That is a schedule detail. So we could include Schedule section with that detail. However we also have teaching duties already in Responsibilities. Might be redundant. Better to keep schedule separate if we have explicit schedule info. But we already have teaching duties in Responsibilities; schedule could be separate but might be thin. The instruction: Prefer a few substantive sections over many thin ones. So maybe we incorporate schedule info into Responsibilities (teaching load). So we omit Schedule section. - Benefits: none. Thus sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Institutional Values & Behavioral Expectations? Not in allowed headings list but we could treat as "Requirements"? Actually Institutional Values & Behavioral Expectations is like expectations; could be under Requirements or maybe under Skills? But we have allowed headings list; we can also add other headings if needed? The instruction: "use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." The e.g. suggests those are examples, not exhaustive. But we should likely stick to those. However we have content that doesn't fit neatly: Institutional Values & Behavioral Expectations could be under Requirements or Skills? Might be better to create a section "Expectations" but not in list. Safer to include as a section with heading maybe "Expectations". But instruction says use those examples; not strictly limited. I'd include a section "Expectations" as

Expectations

. However risk of deviating. Could incorporate into Responsibilities? Not really. Could incorporate into Skills? Not really. I'd add a section "Expectations". It's substantive. Also Special Instructions and Required Application Materials: those are application instructions, which we must remove per instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." So we should drop Special Instructions and Required Application Materials. Also the EEO statement at end should be removed. Also the appointment details (9-month multi-year appointment, start date Aug 2027) is substantive; we could include under About the role or maybe a separate section "Appointment". Not in list but we could add under About the role. Thus final HTML:

About the role

Job Summary ... (including appointment details).

Responsibilities

• Teach 9 credit hours per semester of core and upper-level, and/or graduate courses in biology and related subjects.
... etc list all duties from Job Description typical duties.

Requirements

• Ph.D. in Genetics, Genomics, Molecular Biology, or a closely related field from a regionally accredited institution or equivalent accreditation.
• ABD will be considered if degree is conferred by August 7, 2027. If successful candidate is ABD, appointment will be made at a Lecturer level on a fixed contract.

Qualifications

• Research and/or teaching expertise in genetics, genomics, molecular genetics, population genetics, or genetic epidemiology.
... etc list all preferred qualifications.

Skills

• Knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s).
... etc list all knowledge, skills, abilities.

Expectations

• Seek out new approaches to improve outcomes; remain open to feedback and new ideas.
... etc list institutional values.

We must ensure we preserve all substantive information. Let's extract each list. From Job Description Typical duties: - Teach 9 credit hours per semester of core and upper-level, and/or graduate courses in biology and related subjects. - Plans, prepares, and teaches assigned courses, including developing syllabi, instructional materials, and assessments. - Delivers consistent, interactive, and engaging lectures aligned with curriculum goals and accreditation standards. - Maintains the highest standards of classroom instruction and engages in reflective self-assessment to ensure continuous improvement. - Holds regular office hours and provides academic advising and individual support to students. - Utilizes the University's learning management system and other instructional technologies effectively. - Collaborates with departmental faculty on curriculum development and program advancement. - Ensures curriculum outcomes and accreditation standards are met. - Establishes and maintains an active research program, including opportunities for undergraduate student involvement. - Demonstrates evidence of scholarly publication and grantsmanship. - Engages in continued professional development and maintains professional skills appropriate to rank and field. - Actively participates in departmental, college, and university committees and meetings. - Contributes to community, institutional, and professional service in support of the University’s mission. - Participates in faculty evaluation, student learning assessment, and required training activities. - Communicates professionally and in a timely manner with students, colleagues, staff, and administrators. - Upholds the highest standards of integrity, responsibility, and excellence in all professional activities. - Complies with University policies, procedures, and the Collective Bargaining Agreement (CBA). - Performs other duties as assigned. That's all. Required Qualifications: - Ph.D. in Genetics, Genomics, Molecular Biology, or a closely related field from a regionally accredited institution or equivalent accreditation. - ABD will be considered if degree is conferred by August 7, 2027. If successful candidate is ABD, appointment will be made at a Lecturer level on a fixed contract. Preferred Qualifications: - Research and/or teaching expertise in genetics, genomics, molecular genetics, population genetics, or genetic epidemiology. - Experience teaching genetics-related courses, including but not limited to Genetics, Molecular Genetics, Genomics, Molecular Biology, Cell Biology, and courses supporting our undergraduate and graduate Biology programs. - Record of peer-reviewed publications in any area of genetics or related sciences commensurate with career stage. - Experience implementing high-impact practices (e.g., CUREs, POGIL, inquiry-driven labs) and evidence-based teaching. - Experience with/or clear commitment to mentoring undergraduate and graduate-level research. - Demonstrated experience or strong interest in interdisciplinary collaboration across biology fields (e.g., ecology, environmental studies, biomedical sciences, bioinformatics, chemistry, biotechnology). Knowledge, Skills, & Abilities: - Knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s). - Understanding how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals. - Knowledge of critical thinking processes and understanding how to help learners develop high level questioning skills. - Knowledge and skill in the use of inquiry-based instructional models and strategies. - Knowledge and ability to use technology in various teaching modalities (e.g. Face-to-face, synchronous online or asynchronous online). - Ability to collaborate with stakeholders both within and outside the University in the development and delivery of instruction, resulting in improved student learning. - Ability to leverage FGCU’s regional ecosystems for research and teaching and complement the department’s existing strengths in biological sciences - Proven ability to think strategically and approach challenges with creativity. - Demonstrated track record of reliability, meeting goals, and holding oneself accountable. - Strong interpersonal skills and experience working effectively across teams. Institutional Values & Behavioral Expectations: - Seek out new approaches to improve outcomes; remain open to feedback and new ideas. - Lead with integrity; consistently produce high-quality work; persevere to overcome obstacles to meet deadlines and achieve deliverables. - Share information and insights thoughtfully; build partnerships across departments; communicate respectfully; support colleagues to achieve common goals. We also have appointment details: "Appointment will be made on a 9-month multi-year appointment with an anticipated start date of August 2027." Include in About the role. Also mention that the position is open until filled, priority consideration Nov 6 2026. That's application instruction; we should remove per instruction: remove application instructions. So drop that. Also mention FGCU is a State University System of Florida member and an Equal Opportunity and Equal Access employer. That's EEO boilerplate; remove. Now craft About the role paragraph: combine Job Summary and appointment details. Job Summary paragraph: "Florida Gulf Coast University (FGCU) seeks an exceptional Assistant Professor of Genetics whose scholarship and teaching advance our department’s strengths in genetics, genomics, molecular biology, and related areas of biological science. The successful candidate will be a student-centered educator and an active scholar who integrates undergraduates and master’s students into a sustainable research program. Florida Gulf Coast University is a comprehensive university dedicated to quality education, research, and service. All faculty are expected to: be excellent teachers, responsive to changing professional needs; be committed to innovative delivery of instruction resulting in improved student learning; be committed to effective use of technology including distance learning; produce peer reviewed scholarship; and provide service to the College, University and Community. Teaching assignments may be on the main campus or at off-campus sites within our region. The Department of Biological Sciences and FGCU provide unique opportunities for candidates interested in this position. On an average year, we support 900 undergraduate students and 15 to 25 Master’s students. Departmental faculty possess wide range of scholarly interests to include molecular, genetic, and organismal pursuits as well as community-engaged research and SoTL (Scholarship of Teaching and Learning). Faculty also provide variety of learning opportunities that run the range of Bloom’s taxonomy (from recall to creation) and, therefore, employ different approaches to include integrated lab-lectures, active-learning, and Course-embedded Undergraduate Research Experiences (CUREs). Faculty, staff, and students also partner extensively with the community members, which supports the university’s sustainability and service-learning goals. In addition, half of the campus is set aside as conservation areas, which creates a living laboratory for both teaching and research opportunities for the field and lab. This is a special place for people who want to connect their teaching, research, and service. The ideal candidate will complement departmental strengths; demonstrate the potential to secure external support; and show a clear commitment to pedagogy that elevates student success (e.g., active learning, CURE