Business and Technology Instructor Tenure-Track Fresno City College

Business and Technology Instructor (Full-Time, Tenure-Track) Fresno City College

Start Date:

08/05/2026. The District may fill more than one position from this pool.

At Fresno City College we value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, and orientations. We prioritize applicants who demonstrate they understand the benefits a diverse student population brings to a community college. The successful candidate will be an equity‑minded leader committed to student success achieved through collaboration with faculty, classified staff, administration, students, and community partners who are also dedicated to closing equity gaps.

• Understands the importance of holding ourselves accountable as educators for closing equity gaps and engaging in equitable practices;
• Reframes inequities as a problem of practice and views the elimination of inequities as an individual and collective responsibility;
• Encourages positive race‑consciousness and embraces human difference;
• Supports institutional practices that both develop and sustain culturally responsive teaching and learning environments;
• Strategically builds support for and participation in equity‑related initiatives across both our internal and external communities.

• Teaching a full schedule of Business and Technology courses including, but not limited to keyboarding, word processing, spreadsheet, database, Microsoft Outlook, emerging technologies, social networking/media in the workplace, business math, business grammar, office procedures, employability skills (resume writing, soft skills, etc.), applied accounting, internship placement, medical software, insurance forms, medical vocabulary, billing and coding as assigned;
• Serving as instructor of record in a skill laboratory and introductory courses in general computer usage;
• Instructing students in a classroom, online learning platform, lab, learning center, or other setting as appropriate;
• Assisting with curriculum development and/or revision;
• Working with campus and community organizations to compliment and enhance Business & Technology Programs;
• Working with external partners to find/place students in internships;
• Maintain currency in the discipline;
• Implementing appropriate practices to develop writing skills at all levels;
• Serving on and attending department, college, and district committees as needed;
• Participating in program review, student learning outcome development, and assessment to improve student learning;
• Teaching assignments in a variety of instructional settings and times, including evening and/or weekends, on‑line or off‑campus, and large group instruction classes as needed, may include off‑campus instruction at local high schools for dual enrollment;
• Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122; and
• Other duties as assigned.

All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity‑minded practice within the classroom; and

• Any bachelor’s degree or higher and two years of directly related professional experience; or
• Any associate degree and six years of directly related professional experience; or
• A valid California Community College Credential; or
• The equivalent education and/or experience (requires an equivalency).

Note:

If the degrees posted on your transcript(s) do not match exactly as stated above, you must petition for equivalency.

• Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility;
• Recent experience working with African American, Asian/Pacific Islander, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusion of these groups in higher education shape patterns of participation and outcomes;
• Willingn…