Blended Remote Online Adjunct Professor - Math

About the role

Bryant & Stratton College Online Education is seeking Part-Time instructors to teach Blended Remote Math courses. Qualified candidates will possess a Master’s degree in Math. Prior Remote teaching experience is preferred.

Responsibilities

• Prepare course(s) assigned in Blackboard with required elements by the designated deadline.
• Facilitate a 1 Hour 35 minute remote session via Teams each week at a specified day and time.
• Provide approximately 10 - 12 hours per week of instruction, including facilitating a weekly live session via Teams, discussion, grading student work, checking email, engaging in personalized retention efforts and outreach to support student success, and answering student inquiries.
• Respond to all outreach from students, supervisors, colleagues, etc. within 48-hours.
• Demonstrate the ability to apply the Seven Principles for Good Practice in Undergraduate Education, which will be evaluated through informal and formal observations annually.
• Maintain current knowledge of teaching disciplines/fields of study and best practices in distance education through professional development opportunities.
• Maintain a contemporary skillset in support of active learning and authentic assessment evaluation methodology.
• Serve as a brand ambassador for B&SC – promote the college inside and outside of the work environment.
• Collaborate with full-time faculty as part of an active community in discipline to help identify potential areas of improvement and raise classroom performance.

Requirements

• Master’s Degree; Preferred earned PhD Degree.
• Three (3) years’ experience in education at the college level within the last ten (10) years; experience in Remote instruction preferred.
• Expertise in the areas in which they teach.
• Demonstrated leadership skills, integrity, and ethical practice with emphasis on problem solving, conflict management/ resolution, adaptability, creativity, and sensitivity to diversity.
• Willingness to self-assess, take feedback, and incorporate results into practice.
• Ability to recognize and proactively address areas of opportunity and challenge.
• Documented management experience in an educational setting.
• Proven administrative, evaluative, analytical, strategic thinking and organizational skills.
• Excellent oral and written communication skills.
• Proficiency with Microsoft Office Suite and Internet applications.
• Proficiency with other technologies currently used in Math profession.
• Proven ability to function as a member of a team within established college, state, federal, and accrediting/approval agency regulations, policies and procedures.

Qualifications

• Master’s Degree; Preferred earned PhD Degree.
• Three (3) years’ experience in education at the college level within the last ten (10) years; experience in Remote instruction preferred.
• Expertise in the areas in which they teach.
• Demonstrated leadership skills, integrity, and ethical practice with emphasis on problem solving, conflict management/ resolution, adaptability, creativity, and sensitivity to diversity.
• Willingness to self-assess, take feedback, and incorporate results into practice.
• Ability to recognize and proactively address areas of opportunity and challenge.
• Documented management experience in an educational setting.
• Proven administrative, evaluative, analytical, strategic thinking and organizational skills.
• Excellent oral and written communication skills.
• Proficiency with Microsoft Office Suite and Internet applications.
• Proficiency with other technologies currently used in Math profession.
• Proven ability to function as a member of a team within established college, state, federal, and accrediting/approval agency regulations, policies and procedures.

Skills

• Professionalism, integrity, self-esteem, self-motivation, and a strong desire to guide students to improve their career prospects.
• Adherence to and upholding all established policies and procedures as described in operating documentation (Official Catalog & Faculty Guide).
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Use of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Encouragement of student participation in student survey/faculty evaluation within each course and routine download and review of survey responses after each session.
• Use of retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of provided retention tools weekly from weeks 2 - 15 to monitor at-risk students, communicate with students and their advisors (observers), and document outreach attempts.
• Utilization of active learning strategies, authentic assessment, and APA guidelines in the classroom.
• Understanding of the college's rigor standards, active learning strategies, best practices in Remote teaching, and Bloom’s Taxonomy standards and ability to apply them to the classroom.
• Compliance with all student ADA accommodations provided by the ADA Coordinator.
• Enc