Dual Credit Adjunct Faculty, Speech

About the role

Adjunct Faculty are professional educators who work on a limited basis and have the primary responsibility of fulfilling Texas Southmost College’s (TSC) mission, vision, values, and goals of providing a quality education for all students enrolled at the College. The relationship of the adjunct faculty member to the student is one of leader, teacher, advisor, and facilitator of learning. Adjunct Faculty members report to the College President through a chain of command and are accountable to the College’s policies and procedures.

Responsibilities

• Strive for continual improvement of student success by planning an optimal learning environment, providing high‑quality instruction and advising, participating in the development and assessment of student learning outcomes, and engaging in ongoing professional development.
• Manage learning environments by developing accurate syllabi that incorporate departmental, college, and instructor requirements; maintaining attendance records; submitting grades; providing constructive feedback; and conducting classes punctually according to the prescribed schedule.
• Deliver effective instruction by assuming primary responsibility for curriculum development in line with college policies, ensuring rigor and quality, designing learning activities that consider individual student differences, using the college’s digital learning solution, and clearly communicating expectations for technology use.
• Enhance the student learning experience by integrating real‑life situations to encourage critical thinking, interdisciplinary skills, and teamwork; employing methods that develop discipline‑specific and interdisciplinary academic literacy; and collaborating with students and employers in occupational settings as appropriate.
• Collaborate with colleagues across the College to construct and continuously improve measurable student learning outcomes, including Texas Higher Education Coordinating Board (THECB) core curriculum objectives and TSC‑specific objectives.
• Assess student learning by designing assessments that demonstrate growth, sequencing learning opportunities throughout advising, courses, and programs, and aligning assessments with learning opportunities.
• Promote continual improvement by developing and revising curriculum as needed, using defined student learning outcomes to plan, document, and evaluate teaching effectiveness.
• Support TSC’s institutional effectiveness program by understanding preparation and evaluation of Student Learning Outcomes (SLOs), completing mandatory performance evaluation measures on time, sharing best practices, and striving toward improved educational effectiveness.
• Create a positive classroom atmosphere that encourages active and collaborative learning, academic challenge, student‑faculty interaction, and support for learners; be available to students during designated work periods.
• Refer students to appropriate student and academic support services available at the College.
• Pursue professional development by taking graduate courses or internal classes offered by the College or professional organizations, maintaining required professional credentials, licensing, and continuing education hours as dictated by disciplinary standards.
• Participate collegially in discipline‑specific activities developed for adjunct faculty.
• Attend the workplace regularly, report to work punctually, and follow a work schedule that may include on‑campus or off‑site locations; work hours may include evenings, holidays, or weekends depending on deadlines and special events.
• Use interpersonal skills and sound judgment to coordinate duties with coworkers, supervisory chain, faculty, staff, students, and customers.
• Support the values and institutional goals defined in the College’s Strategic Plan, complete all required training and professional development sessions sponsored by TSC, and comply with college standards, policies, and guidelines.

Physical Demands

• Frequent standing; occasional walking, sitting, and use of hands to handle objects, tools, or controls.
• Frequent reaching with hands and arms; occasional climbing, balancing, stooping, kneeling, crouching, or crawling.
• Frequent talking and hearing; occasional tasting or smelling.
• Frequent lifting and/or moving up to 10 pounds; occasional lifting and/or moving up to 25 pounds.
• Vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.