Native American​/American Indian Studies; Part-Time Faculty Pool Reedley College

Native American/American Indian Studies (Part-Time Faculty Pool) Reedley College

Continuous Recruitment
This posting has been created to establish an applicant pool for part-time faculty positions. Applications will be reviewed by members of the hiring department when vacancies arise.

Reedley College values 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.

An equity-minded individual is a person who:

• 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; and
• Strategically builds support for and participation in equity-related initiatives across both our internal and external communities.

Providing instruction in Native American/American Indian Studies for Reedley College, the instructor will be responsible for:

• Teaching a part-time schedule of Native American/American Indian Studies courses as assigned;
• Coordinating and collaborating with other Discipline faculty and the Cultural & Women’s Studies Department;
• Maintaining currency in Native American/American Indian Studies;
• Teaching classes for and working with the Resources for American Indian Needs (RAIN) learning community;
• Working with campus and community organizations to complement and enhance the Native American/American Indian Studies Programs;
• Participating in program development and expansion of Native American/American Indian Studies courses, including connections with industry and Career and Guided Pathways;
• Using a variety of pedagogies and integrating a wide range of instructional delivery systems including innovative and creative uses of technology for face-to-face, online, and/or hybrid formats;
• Communicating effectively with students, faculty, and staff;
• Using effective teaching methods appropriate to the subject matter, adherence to institutionally approved curriculum course outlines of record;
• Evaluating student progress through tests and examinations, written assignments, oral responses, etc. in keeping with course objectives;
• Providing course syllabi to students;
• Maintaining classroom records in accordance with District Policy;
• Turning in all required student grading and evaluation reports in a timely manner;
• Teaching assignments in a variety of instructional settings and times, including classes as needed;
• Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122; and
• Other duties as assigned.

Minimum Qualifications:

• Master’s degree in Native American/American Indian Studies; or
• Master’s degree in Ethnic Studies and a bachelor’s degree in Native American/American Indian Studies;
• A valid California Community College Credential; or
• The equivalent education and/or experience (requires an equivalency).

Desirable

Qualifications:

• 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;
• Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students;
• Related work and professional experience;
• Experience…