Instructor of Mathematics

Job Title

Part‑Time Instructor of Mathematics – Arts, Science and Human Performance – Columbia College

Location

Columbia College

Salary and Compensation

The hourly range is $54.27 to $86.76. Doctorate range $63.95 to $89.04. Part‑time faculty office hours are paid at a flat rate of $30 per hour.

Benefits

Not eligible for benefits. With the exception of Workers’ Compensation coverage, not eligible to participate in the District’s benefit programs.

Scope of Assignment

The successful candidate will join the mathematics department that continues to create curriculum responsive to student needs, increasing student completion through the accelerated learning model. This is an in‑person, on‑site assignment.

Minimum Qualifications

Master’s Degree in mathematics or applied mathematics or Bachelor’s degree in either of the above plus a Master’s in statistics, physics, or mathematics education or equivalent.

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.

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.

Desirable Qualifications – Characteristics

• Ability to develop curriculum or services that stress innovation and improve student equity.
• Enthusiasm for the teaching and learning process.
• Interest in incorporating a variety of teaching methods and modalities.
• Ability to effectively integrate technology into teaching mathematics.
• Ability to emphasize both innovation and interdisciplinary connections in the development of curriculum and services.
• Commitment to supportive relationships with students and colleagues.
• Capable of instructing using teaching methods that accommodate various student‑learning styles.
• 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 mathematics at the community college level.
• Current knowledge of mathematics education.
• Current understanding of assessment processes for improving student success at the course, program, and degree level.
• Competency in new pedagogies such as accelerated learning, supplemental instruction, online or hybrid teaching, and other pedagogies directed at improving student success and student equity.
• 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 mathematics especially as it relates to the relevancy in 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.
• Willingness to experiment with teaching methods to accommodate various student learning styles.
• Participate in professional growth and remain current in subject area.
• Ability to operate in a dynamic environment and effectively respond to change.
• Vision and energy to plan and organize programs to enhance student success.
• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective publi…