Part-Time Instructor of Ethnic Studies - School of Behavioral and Social Sciences - Modesto Junior College

About the role

Modesto Junior College (MJC) is seeking part-time faculty members in Ethnic Studies. Ideal candidates will share MJC’s commitment to educating its racially and socio-economically diverse student population. MJC currently serves about 24,000 students annually, the majority of whom are from racially minoritized populations, with the following breakdown: 53.5% Hispanic, 35.1% White, 4.9% Asian, 3.4% African American/Black, 1.4% Filipino, 0.5% Native American, 1.1% Pacific Islander, 0.2% Multi-racial/Other. MJC is a designated Hispanic-Serving Institution, reflecting the great responsibility that the college has to the educational attainment and economic well-being of the surrounding community. The successful candidate will join a college already fully engaged in exploring new wrap-around student support services and innovative pedagogical techniques to improve equity and overall student success. The successful candidate will join an Ethnic Studies department that continues to develop curriculum responsive to student needs, increasing student completion through the implementation of strategies aimed at improving student equity.

Minimum Qualifications

• Master’s in African-American/Black/Africana Studies or Latino Studies, La Raza Studies, Chicana/o Studies, or Asian-American Studies, or Native American/American Indian Studies OR
• Master’s in Ethnic Studies OR
• the equivalent as determined by California State Chancellor’s Office

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above.

Qualifications

• Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students
• Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population

Desirable Characteristics

• Ability to develop curriculum or services that stress innovation and improve student equity
• Enthusiasm for the learning process
• Commitment to supportive relationships with students and colleagues
• Participate in professional growth and remain current in subject area and major state initiatives
• Ability to operate effectively in an environment of change and ambiguity
• Vision and energy to plan and organize programs to enhance student success
• Willingness to participate effectively in shared governance and to work collaboratively
• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations

Preferred Qualifications

• Education and/or experience in teaching Ethnic Studies survey courses at the community college level
• Current knowledge of and demonstrated use of current teaching pedagogies
• Current understanding of assessment processes for improving student success at the course, program, and degree level
• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within higher education shape patterns of participation and outcomes
• Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students
• Experience and skill with addressing issues of equity in the classroom
• Experience and expertise in culturally responsive teaching in Ethnic Studies, especially as it relates to the relevancy of students’ lives, interests, and communities
• Demonstrated ability to address equity gaps within coursework and the classroom
• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices

Responsibilities

• Teaching lower division college courses in Ethnic Studies
• Advancing equitable student learning through dedicated, exemplary instruction by established course outlines
• Informing students of course requirements, evaluation procedures, and attendance requirements
• Preparing and grading class assignments and examinations, and informing students of their academic progress
• Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines
• Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement
• Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity
• Participating in professional development activities to fulfill mandatory FLEX requirements
• Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles
• Maintaining appropriate standards of professional conduct and ethics

Physical and Mental Standards

• Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level
• Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes
• Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds
• Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently
• Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person
• Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments
• Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position