Part-Time Instructor of Economics – Arts, Sciences and Human – Columbia College

Position Information

Job Title Part‑Time Instructor of Economics – Arts, Sciences and Human Performance – Columbia College 2025‑2026
Site:
Columbia College
Salary Range / Other The Hourly Range: $78.15 to $124.94
Doctorate Range: $92.09 to $128.22
Part Time Faculty office Hours are paid at a flat rate of $30 per hour.

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

The successful candidate will join an Economics department that continues to create curriculum responsive to student needs.

Master’s in economics OR Bachelor’s in economics AND Master’s in business, business administration, business management, business education, finance or political science OR the equivalent
Determined by California State Chancellor’s Office. Click hyperlink for discipline applicable
The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. For more information on equivalency, you may access the link below:
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.

• 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.

* Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position.

• Ability to develop curriculum or services that stress innovation and improve student equity.
• Enthusiasm for the learning process.
• Commitment to supportive relationships with students and colleagues.
• 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.

• Education and/or experience in teaching in Economics at the community college level, with a particular emphasis in basic skills.
• Current knowledge of Economics.
• Current understanding of assessment processes for improving student success at the course, program, and degree level.
• Competent in new pedagogies, such as Economics, 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, 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 Economics, especially as it relates to the relevancy of students’ lives, interests, and communities.
• Demonstrated ability to address equity gaps…