Bates College - Visiting Lecturer in Politics

Bates College - Visiting Lecturer in Politics

The Politics Department at Bates College invites applications for a four-course (0.8-FTE) visiting lectureship in race and ethnic politics in the United States, to begin July 2026. Candidates who can also contribute a course on public policy are encouraged to apply. We seek an outstanding scholar with a strong commitment to excellent undergraduate teaching and mentorship in a liberal arts context.

We are open to a variety of theoretical and methodological approaches. Candidates should have received or successfully defended a Ph.D. in Political Science or related field by July 1, 2026.

The position carries a four-course teaching load as well as advising up to four one-semester senior theses during the year. We are interested in applicants who will add to the current perspectives in the department, contribute to the college’s ongoing commitment to social and cultural diversity and inclusion, and be attentive to the design of inclusive pedagogy.

Review of applications will begin on February 15, 2026. Applications should include a cover letter and a curriculum vitae. A teaching statement that describes how the applicant meets Bates’ standards of excellence in terms of inclusive and evidence-based pedagogy is required as well as one sample syllabus that includes a course description, learning objectives, sample readings, and a description of methods of assessment.

The search committee will request letters of recommendation from three referees for short-listed candidates. Employment is contingent upon successful completion of a background check and verification of degree.

Bates students come from a diversity of educational and socioeconomic backgrounds, and we are committed to each student’s success. Candidates should share evidence of their skills and experience supporting a diverse student body in their teaching and research statements. We encourage applications from individuals from historically marginalized groups and from those who may have followed non-traditional pathways to higher education due to societal, economic, or academic circumstances.

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