Position Description

Instructor I, Mathematics (multiple vacancies)

• Teaches 12 credit hours per semester of undergraduate courses in Mathematics and other assigned courses as outlined in the annual assignment.
• Prepare and deliver course content, including syllabi, lectures, instructional materials, assessments, and timely evaluation of student performance.
• Maintain scheduled office hours and ensure timely, professional communication with students, colleagues, staff, and administrators.
• Participate in departmental, college, and university meetings, as well as faculty evaluations, assessments, and curriculum development/revision efforts.
• Utilize the university's learning management system and other required campus-wide technologies to support teaching and related responsibilities.
• Complete all mandatory university trainings and comply with all institutional policies, procedures, and regulations.
• Engage in ongoing self-assessment and professional development to maintain effective instructional practices and remain current in the field.
• Contribute to service at the departmental, institutional, community, and professional levels in alignment with the University's mission.
• Perform additional duties as assigned by the supervisor.

• Master's degree in Mathematics, or a closely-related area from a regionally accredited institution or equivalent accreditation with a minimum of 18 graduate credit hours in the discipline.
• Demonstrated potential for, or a record of, achievement in teaching undergraduate courses.

• Master's degree in Mathematics from a regionally accredited institution or equivalent accreditation.
• Experience with management of the lower division Mathematics curriculum, especially in connection with standards, scheduling, staffing, and policy implementation.

• Knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s).
• Understands how to use digital and interactive technologies to efficiently and effectively achieve specific learning goals.
• Knowledge of critical thinking processes and understanding how to help learners develop high-level questioning skills.
• Knowledge and skill in the use of inquiry-based instructional models and strategies.
• Knowledge and ability to use technology in various teaching modalities (e.g., Face-to-face, synchronous online, or asynchronous online).
• Ability to collaborate with stakeholders both within and outside the University in developing and delivering instruction, resulting in improved student learning.

• Unofficial Transcripts
• Statement of Teaching Philosophy
• Curriculum Vitae
• Cover Letter
• Five (5) Professional References