The primary role of an adjunct faculty member is to focus on academic excellence, student success, and encourage lifelong learning. This is accomplished through working collaboratively with College stakeholders to support the mission of the College. Adjunct faculty members ensure the quality and integrity of the College's academic programs through teaching, student learning and professional development.
ESSENTIAL DUTIES & RESPONSIBILITIES:
Craven Community College is a comprehensive institution of higher learning which places emphasis on excellence in classroom instruction. Faculty members are expected to demonstrate and maintain competence in each of the following areas throughout their employment with the College.
Mastery of Subject Matter
Demonstrate a thorough and accurate knowledge of their field or discipline
Display an ability to interpret and evaluate the theories of their field or discipline
Connect their subject matter with related fields
Stay current in their subject matter through professional development, involvement in professional organizations, and attending professional meetings, conferences and workshops
Learn and use technology to enhance teaching and the educational experience when appropriate
Teach a course load appropriate to their field or discipline
Plan and organize instruction in ways that maximize documented student learning
Employ appropriate teaching and learning strategies to communicate subject matter to students
Modify, where appropriate, instructional methods and strategies to meet diverse student needs
Employ available instructional technology, i.e., the Internet, telecourses and interactive technology when appropriate
Encourage the development of communication skills and higher order thinking skills through appropriate assignments
Incorporate core competencies into curriculum
Develop, update, and post course syllabi in a timely manner in accordance with program and divisional policies
Provide ADA-compliant material and other accommodations to students with proper documentation
Evaluation of Student Learning
Establish meaningful student learning outcomes for courses/programs
Develop and explain methods that fairly measure student progress toward student learning outcomes
Evaluate student performance fairly and consistently and return student work promptly to promote maximum learning
Maintain accurate records of student progress and submit final grade rosters each semester according to established deadlines
Demonstrate sensitivity to student needs and circumstances
Support of College Policies and Procedures
Teach classes as assigned in a multi-campus environment
Maintain confidentiality of student information
Exercise stewardship of College facilities and materials
Respond in a timely fashion to information requests from College, division, and program administrators
Post all final grades no later than the required date for each term as listed on the College academic calendar
On campus/Seated Class Expectations
It is recommend that adjunct faculty, when scheduling allows, be available before and/or after each class for discussions with students. Faculty are also expected to be available for scheduled appointments with students at other times.
Adequately prepare for each class session, which may include, but is not limited to, reviewing/creating appropriate material for instructional delivery, appropriate assessments and classroom activities
Take attendance in each class, which includes posting to Web Advisor for the census date, posting at least weekly after the census date and finalizing the attendance at the end of the applicable term
Online/Hybrid Class Expectations
Have an active presence in online and hybrid classes. This can be accomplished through regular announcements in the News forum, instructor contributions in forums and journals, scheduled chats, substantive feedback on student work, lesson summaries, and email and/or messages to individual students.
Reply to student questions within 48 hours on instructional days. Due to the number of students accessing online content on the weekend, instructors are encouraged to respond on the weekend or adjust due dates so they do not fall on the weekend or on Mondays.
Grade and return all assignments (which include all quizzes, tests, written assignments) within 5 instructional days of the due date for all 8-week courses, and within 10 instructional days of the due date for courses longer than 8 weeks
Utilize the Moodle gradebook (or other academic department pre-approved gradebook) to post grades for students so they can easily view their progress in the course
Use at least one form of assessment other than the online quizzes and tests that are automatically graded via Moodle's assessment manager. Assessments may include a variety of activities or assignments that are completed in Journals, Blogs, Wikis, Assignments and Forums. These alternative assessments provide an avenue for instructor feedback to the student and do not rely solely on automatic grading in Moodle.
Monitor attendance in each class, which includes posting to Web Advisor for the census date, submitting appropriate notifications when a student is inactive in a class for a week and finalizing the attendance at the end of the applicable term
Master's degree in Health/Physical Education or a master's degree with 18 graduate hours in Health/Physical Education from a regionally accredited institution of higher learning.
Prior teaching experience at the post-secondary level.
KNOWLEDGE, SKILLS AND ABILITIES:
Adult learning theory, concepts and teaching methodologies
Curriculum design and development
Learning-centered values and student success initiatives
Demonstrated understanding of advising and competency-based learning
College educational philosophy, management and administrative practices and procedures
Principles, procedures and practices of data collection and analysis
Knowledge of, ability to develop, and commitment to use emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.
Southern Association of Colleges and Schools (SACS) accreditation and standards as it relates to assigned curriculum programs
Design learning opportunities that promote student life skills development while enhancing discipline learning
Develop and implement diverse teaching strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding
Use consistent, timely formative and summative assessment measures to enhance learning
Design learning opportunities that acknowledge, draw upon and are enriched by student diversity in the learning environment
Design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences
Proficient use of personal computers and general office software
Commitment to stay current and continually improve knowledge and understanding of the discipline
Establish and maintain effective working relationships with those contacted in the course of work
Effectively communicate interpersonally (in group and one-on-one settings), verbally, and in writing
Handle confidential information with absolute discretion
Commitment to diversity, equity and inclusion; demonstrated ability to work effectively with a culturally diverse workforce, including those with different levels of academic preparation and varying physical and learning abilities, and socioeconomic levels