Dual Credit Adjunct Faculty, Welding

About the role

Dual Credit 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. Dual Credit Adjunct Faculty members are responsible 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 of learning outcomes and in the assessment of students as well as of self and applied teaching techniques in order to increase effectiveness; and engaging in ongoing professional development.
• Manage learning environments by ensuring accurate syllabi that incorporate college, departmental, and instructor requirements; maintaining attendance records, submitting grades, and providing constructive feedback and other relevant information to students throughout the semester; and conducting classes punctually and in accordance with the prescribed meeting schedule.
• Deliver effective instruction by assuming primary responsibility for curriculum development in conjunction with the College’s policies and procedures, ensuring both rigor and quality; considering individual differences of students to design and support a range of appropriate learning activities; using the College’s digital learning solution to meet course objectives; and communicating clearly to students the expectations concerning the use of that solution and other available technologies.
• Enhance the student learning experience by integrating concrete, real‑life situations to encourage critical thinking, interdisciplinary skills and teamwork; employing methods that develop student understanding of discipline‑specific thinking, practices and procedures as well as interdisciplinary applications; and working with students and employers in occupational settings as required or appropriate to the academic discipline.
• Collaborate with colleagues across the College in the construction and continuous improvement of measurable learning outcomes, including Texas Higher Education Coordinating Board (THECB) core curriculum objectives and additional TSC objectives.
• Assess student learning by designing assessments that measure or demonstrate student growth; sequencing learning opportunities throughout advising, courses and programs to build understanding and knowledge; and aligning assessment with learning opportunities.
• Promote continual improvement as part of the teaching‑learning cycle by developing and revising curriculum as needed; using defined student learning outcomes to plan, develop, document and evaluate the effectiveness of teaching activities; participating in TSC’s institutional effectiveness program, including preparation and evaluation of Student Learning Outcomes (SLOs); completing all mandatory performance‑evaluation measures within specified time limits; sharing best practices with colleagues in formal and informal settings; and participating in instructional, departmental or institutional research to improve educational effectiveness.
• Support learning through student engagement by creating a positive classroom atmosphere that encourages active and collaborative learning, student effort, academic challenge, student‑faculty interaction, and support for learners.
• Maintain a learning‑centered environment by being available to students during posted office hours.
• Support student learning by making students aware of and referring them to appropriate student and academic support services available at the College.
• Pursue professional development by staying current in academic fields—belonging to professional societies, reading discipline‑specific journals, studying pedagogy, attending conferences, or making presentations; maintaining required professional credentials, licensing and continuing‑education hours; engaging in professional education that enhances both disciplinary and pedagogical knowledge; and contributing to the academic discipline through research, publication or other endeavors as appropriate.
• Participate collegially in department, discipline‑specific, college and community service activities by serving on and playing an active role in committees; participating in service through appropriate discipline‑specific organizations, educational organizations, statewide boards/committees, and community activities.
• Accept and teach classes based on varied schedules (morning, afternoon, evening and weekends) to accommodate diverse student needs and external stakeholder expectations, and accept assignments at other sites such as dual‑credit locations as specified by the designated supervisor.
• Demonstrate sensitivity toward, and respect for, the myriad diversities represented in the student population, colleagues and service area.
• Attend the workplace regularly, report to work punctually and follow a work schedule to keep up with the demands of the worksite (which may be on‑campus or off‑site).
• Use interpersonal skills and sound judgment to decide how duties and responsibilities are completed among coworkers, the supervisory chain, faculty, staff, students and the public.
• Complete all required training and professional development sessions sponsored by Texas Southmost College (TSC).
• Support the values and institutional goals as defined in the College’s Strategic Plan.
• Complete duties and responsibilities in compliance with college standards, policies and guidelines.
• Working hours may include evenings, holidays or weekends depending on deadline requirements and special events.
• Perform other duties as assigned.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand. The employee is occasionally required to walk; sit; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; talk or hear; and taste or smell. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.