Communication Studies Instructor (Temporary, Part-Time Pool

Communication Studies Instructor (Temporary, Part-Time Pool)

The Communication Studies Department at City College of San Francisco is seeking qualified part-time instructors to teach a range of in-person Communication Studies courses. Instructors will apply equity-minded teaching practices that create inclusive and empowering learning experiences for students with diverse cultural, linguistic, and educational backgrounds.

Job duties include:

• Teach post-secondary level courses in Communication Studies, including public speaking, rhetorical criticism, group communication, interpersonal, intercultural, argumentation, and forensics (intercollegiate speech and debate competition);
• Teach in accordance with Department course outlines and institutional standards, while exercising pedagogical creativity and responsiveness to student needs.
• Teach in-person day, evening, and Saturday classes at any of the College's centers;
• Maintain and submit documents (syllabi, census reports, grades, etc.) in a prompt and accurate manner;
• Serve on departmental and college-wide committees and shared governance processes in support of institutional effectiveness and student success.
• Collaborate with faculty colleagues to assess learning outcomes, create equitable rubrics, develop inclusive classroom instructional materials, and engage in professional development focused on culturally responsive teaching practices;
• Work with department faculty and the Curriculum Committee to revise curriculum and develop courses and teaching practices that reflect current research and address the needs of the students at the college--particularly students who have historically experienced marginalization or exclusion in educational spaces.
• Support and engage in an innovative culture of culturally responsive, inclusive and anti-racist practices as it relates to student success with an awareness of student equity gaps.
• Participate in ongoing training on diversity, equity, inclusion and anti-racism to center pedagogy.

Minimum qualifications include:

• Demonstrated knowledge, skills, and abilities to work with community college students with disabilities, various sexual orientations, and diverse academic, socioeconomic, cultural, and ethnic backgrounds (Required).
• Earned Master's Degree in Speech, Rhetoric, Communication, Communication Studies, Speech Communication, or Organizational Communication from an accredited institution; OR THE EQUIVALENT;
• OR Earned Bachelor's Degree in any of the above from an accredited institution AND earned Master's Degree in Drama/Theater Arts, or Mass Communication from an accredited institution; OR THE EQUIVALENT;
• OR Hold a fully-satisfied LIFE California Community College Instructor Credential in Language Arts and Literature (California credentials were no longer issued after July 1, 1990).

Desirable qualifications include:

• Demonstrated successful teaching experience in college-level Communication Studies courses.
• Education and experience in Communication Studies with demonstrated specialty in at least two of the following areas: public speaking, rhetoric, argumentation and debate, intercultural communication, group communication, interpersonal communication, organizational communication, and forensics.
• Demonstrated experience teaching diverse student populations with differences in academic preparation, language background, and life experience such as first-generation college students, working students, student parents, and returning adults.
• Demonstrated ability to design and implement inclusive communication curricula that centers multiple ways of knowing, validates culturally situated communication styles, and resists deficit-based models.
• Demonstrated commitment to equity-minded assessment practices, including approaches that reduce bias, foster inclusive classroom climates, and account for anxiety, disability, linguistic diversity, and neurodivergence.
• Experience framing communication studies as a means for students to advocate for themselves, their communities, and social change, including attention to power, identity, and ethics in communication.
• Demonstrated engagement in ongoing professional development and dialogue with colleagues about equity, pedagogy, opportunity gaps, and curriculum improvement.
• Successful use and/or management of technologies that affect learning, such as the use of Artificial Intelligence and presentation software as applicable to instruction.
• Successful use of a learning management system to support student learning.
• Experience supporting student success beyond the classroom through mentoring, advising, coaching, or campus initiatives that promote retention, persistence, and transfer for disproportionately impacted students.
• Evidence of successful instructional experience at the university or college level using culturally responsive pedagogy.
• Demonstrated experience with and knowledge of inequities in higher education and a commitment to rectifying policies and processes that restrict access for historically…