MS in Instructional Design and Technology; MSIDT Program - Part-Time Lecturer Pool

MS In Instructional Design And Technology (MSIDT) Program - Part-Time Lecturer Pool

The MS in Instructional Design Program and Technology (MSIDT) at CSU Fullerton invites applications for its Part-Time Lecturer Pool.

This is a pool of part-time lecturers for the department to draw on as necessary. Qualified applicants will be contacted when positions are available.

Appointments from the part-time pool are temporary and often made just prior to the start of the academic term. Applicants must be available on very short notice.

Required qualifications include:

• Doctorate in Instructional Design or Education Technology or closely related field from an accredited institution or foreign equivalent.
• A minimum of 3 years of experience in instructional design. A minimum of 3 years of experience teaching online and designing courses.
• Ability to work in a diverse campus environment

Preferred qualifications include:

• Preference will be given to those with experience in working with diverse populations and fostering a collaborative, supportive, and inclusive environment.
• Preference will also be given to those with relevant work experience and those who bring professional capabilities.

To apply, a complete online application must be submitted. Required materials at time of application include:

• Letter of interest or Cover Letter
• Curriculum Vitae (CV) or Resume
• A list of three (3) references with contact information
• Unofficial transcripts (official transcripts upon hired)
• Inclusive Excellence Statement

Required materials before official hire include:

• Three letters of recommendation
• Official transcripts from the institution's Registrar's office emailed to: cgautreau

Applications will be reviewed as needed. Please direct all questions about the position to:
Dr. Gavin Tierney, cgautreau, Director of the MSIDT Program.

The statement should focus on your commitment to just, equitable, and inclusive education. This statement can take several different forms and may address:

• Your contribution to issues of JEIE
• How you incorporate issues of JEIE into your teaching materials and methods or in your research
• How you have personally experienced issues regarding JEIE
• Your experiences and/or qualifications that enhance your ability to work with diverse groups

The prompt will be evaluated for what it tells us about your knowledge, application, experience and expertise as it relates to JEIE. The strongest statements will include attention to the intersectionality of JEIE elements.

The need for part-time faculty is greatest in Fall and Spring semesters. The Fall term begins in the late August and ends in mid-December; the Spring term runs from the middle of January through the end of May. On rare occasions part-time faculty are needed during one of the Summer Session segments.

Regular performance evaluations of part-time lecturers are made by the department in accord with the faculty Collective Bargaining Agreement and University Policy Statement 210.070. These performance evaluations determine which lecturers will be retained for future and continued teaching assignments. And in some instances, syllabi, assignments and reading material will be reviewed by the departmental personnel committee.

All part-time faculty appointments are made as Lecturers, under the terms of the Collective Bargaining Agreement between the CSU system and the California Faculty Association. Initial appointments are for one semester only.

Classification Range: $5,507 - $6,677 per month

Anticipated hiring range depending on qualifications, not to exceed $6,221 per month

The full-time (15 units per semester) monthly base salaries indicated above are prorated to the number of units worked and are paid in six monthly payments for each full semester. For a three-unit assignment, typical starting compensation ranges from $6,608.40 to $7,465.20 per semester.

For a description of potential benefits, go to:

The theme "Reach. Teach. Impact" is the foundation of the College of Education's conceptual framework for program-specific learning outcomes that guide the operation of all initial and advanced programs in the college. These outcomes provide benchmarks to ensure that our candidates exit…