Part-Time Electronics Instructor; Pool

FLSA Status: Exempt

Salary

Schedule:

Placement on the adjunct faculty salary schedule is based upon education and credited experience. Pending any course assignment, initial placement can range as follows:
Lab Course (Salary Schedule HB) – $89.20 to $130.94 per hour. Lecture Course (Salary Schedule HC) – $103.85 to $151.07 per hour.

Months Per Year: Semester assignments as needed

Mandated Reporter: Yes

Campus Security Authority: No

• Teach coursework in Electronics in at least one or more of the following: basic and advanced electronics fundamentals, basic and advanced electronics mathematics, assembly and fabrication, soldering rework and repair, electronic diagnostics and repair, and other related courses in electronics production, testing, applications, and repair.
• Assist in the development and revision of curricula appropriate to the different learning needs of students, as well as assessing student learning outcomes.
• Create a classroom and lab environment that promotes and stimulates learning for every student.
• Consult with students during regularly scheduled office hours.
• Maintain expertise in current technologies, techniques, and workforce and industry trends/needs.
• Collaborate with other program faculty and staff to maximize effectiveness in Career Technical Education (CTE) instruction and student success.
• Perform other professional duties as required by contract, collective bargaining agreement, and general institutional needs.

• Successful Electronics teaching techniques that engage students in their learning, motivate students to develop higher‑order thinking skills, and ensure consistent and appropriate monitoring of student progress.
• Currency in the discipline, industry, and related technology, software, and hardware appropriate to instruction.

• Academic preparation for or successful experience in teaching Electronics in at least one or more of the following: basic and advanced electronics fundamentals, basic and advanced electronics mathematics, assembly and fabrication, soldering rework and repair, and electronic diagnostics and repair, preferably at the college level.
• Successful direct industry work experience related to the teaching assignment.
• Enthusiasm for, understanding of, and commitment to the role and purpose of the community college and career technical education.
• Experience in developing and implementing instructional/training materials using both hardware and software components, with an emphasis on electronics testing and production equipment.
• Experience in, and commitment to, the use of computer‑based technology, industry software, and hardware appropriate to the subject area, including electronics test equipment and manufacturing tools, to provide students with a hands‑on and/or simulated learning experience.
• Possession of or experience with industry certifications specific to the needs of the instructional assignment, including those from the Global Electronics Association (IPC).
• Capacity to reflect on and evaluate one's pedagogy and to examine its effects critically.
• Skill and experience to motivate individuals from a broad spectrum of academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff.
• Ability to communicate effectively verbally and in writing with internal and external stakeholders.
• Ability to work independently and as part of a team.
• Use instructional strategies designed for diverse learning styles and academic goals.

• Any bachelor's degree or higher and two years of professional experience, or any associate degree and six years of professional experience. Professional experience is required when the applicant possesses a master's degree. The professional experience required must be directly related to the faculty member's teaching assignment.
• Demonstrated cultural competence, sensitivity to, and understanding of the diverse academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff as these factors relate to the need for equity‑minded practice both within and outside of the…