Tenure Track Faculty – Philosophy

FULL-TIME TENURE TRACK FACULTY — PHILOSOPHY WILBUR WRIGHT COLLEGE

City Colleges of Chicago (CCC) is the city’s most accessible higher education engine of socioeconomic mobility and racial equity — empowering all Chicagoans to take part in building a stronger and more just city. As Illinois’ largest community college system, more than 4,000 faculty and staff serve more than 66,000 students annually at seven colleges and five satellite sites across Chicago.

The Humanities Department of Wilbur Wright College, one of the City Colleges of Chicago, seeks an innovative, collaborative, tenure‑track instructor.

Courses to be taught may include Ethics, Introduction to Philosophy, and Logic courses. Expertise and ability to also teach humanities courses in Gender, Women’s, and Sexuality Studies and/or Ethnic and Diversity Studies highly desired.

Reporting to the Vice President of Academic & Student Affairs, the full‑time faculty position conducts formal classes and meets all lab objectives, when applicable, for assigned courses. Full‑time faculty teach and evaluate students and prepare and revise course syllabi and other educational materials. Full‑time faculty will have demonstrated success in the classroom by developing and using effective teaching strategies that meet students’ diverse needs and engage students in critical thinking and problem‑solving.

Additionally, full‑time faculty contribute to the overall operation of the College, support the mission of the institution, and employ the philosophical commitment of the community college environment.

• Design courses and prepare syllabi that have clearly articulated student learning objectives and learning outcomes that promote students’ active participation in their own learning.
• Teach on‑campus and/or online classes in a manner consistent with the philosophy, policies, and guidelines of the college.
• Create an effective learning environment that fosters students’ intellectual curiosity and helps students to problem solve using discipline‑specific thinking strategies. Demonstrate excellence in teaching and a commitment to integrating new technologies in the learning process.
• Help students reach their academic, personal, and career goals and foster a safe environment that respects the diversity of individuals and ideas by modeling respect for all students and conveying confidence in every student’s ability to learn. Develop reciprocity and cooperation among students. Encourage active learning.
• Employ a variety of teaching methods such as lectures, discussions, demonstrations, projects, and field trips in efforts to meet students’ varying learning needs, abilities, and interests and to optimize student outcomes.
• Work individually with students who may need specific assistance in reaching their academic, personal, and career goals. Model respect for all students and convey confidence in every student’s ability to learn. Provide regular and useful feedback to students in an objective, consistent, and timely manner; evaluate and document student performance using established methods and criteria and record course grades promptly.
• Employ a variety of formative and summative assessments to ensure that classroom instruction leads to student learning and the attainment of student learning outcomes for the course. Develop and design an assessment program that ensures students’ application and use of concepts, techniques, and innovations learned both in the classroom and through external coursework.
• Stay abreast of innovations and current trends in one’s specific academic discipline as they pertain to pedagogy and technology and continuously reflect on and refine their craft.
• Participate in professional development activities aimed at enhancing the talents of teaching.
• Attend regularly scheduled departmental meetings and contribute to campus and district committees.
• Contribute to and provide leadership in academic and professional communities and promote collaboration and teamwork among members of these communities.
• Adhere to City Colleges of Chicago’s student‑centered philosophy. Foster student involvement and commitment.