Part-Time Surgical Technology Instructor; Pool

Part-Time Surgical Technology Instructor (Pool)

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) - $96.48 up to $141.63 per hour. Lecture Course (Salary Schedule HC) - $112.32 up to $163.39.

Months Per Year: Semester assignments as needed

The duties below are representative of the duties of the classification and are not intended to cover all of the duties performed by the incumbent(s) of any particular position. The omission of specific statements of duties does not exclude them from the position if the scope of work is similar, related, or a logical assignment to this classification.

Depending on program needs, faculty assigned to the Surgical Technology Program may be asked to assume additional responsibilities that support program operations and accreditation compliance. These duties may include service as Program Director, Clinical Coordinator, or other leadership roles as defined by program accreditation standards

Maintain communication with clinical sites and hospital administrators

Assist in curriculum assessment and revisions and new course development, including student learning outcomes and assessment processes

Participate in the development and/or selection of course materials, equipment, and technology that will enhance the offerings of the department

Consult with students during regularly scheduled office and lab hours

Maintain expertise in current teaching methodologies and curricula

Participate as a member of department, division, and college committees

Perform other professional duties as required by contract and general institutional needs

Attend required Surgical Technology conferences, webinars, and trainings (i.e., AccredX Conference)
Annually assess program outcomes

• Knowledge of:
  Surgical technology courses, including a professional level of competence
• Knowledge of:
  The latest developments in surgical technology, and is committed to staying current
• Knowledge of:
  Computer-based technology appropriate to the subject area, and willing to use it

• Teach college-level courses in surgical technology
• Reflect on and evaluate one's pedagogy and examine its effect critically
• Organize and explain materials in ways appropriate to students' abilities and learning styles
• Use teaching methods that engage students actively in their learning, promote the development of critical thinking skills, and encourage them to become self-regulated learners
• Use instructional methods that emphasize cooperation and collaboration and that reflect cultural sensitivity and interdisciplinary approaches to the subject matter
• Motivate students from a broad spectrum of academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds
• Develop student learning outcomes and develop methods for assessing students' achievement of those outcomes
• Demonstrate organizational skills
• Supervise students and work cooperatively with other members of the Allied Health team
• Communicate with the local medical community

• 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.
• Current Certified Surgical Technologist (CST) and maintain required credentials
• 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 classroom.

• Five (5) years of professional clinical experience
• Demonstrated teaching experience
• Recent experience working with racially minoritized and other disproportionately-impacted students in the classroom and an understanding of how historical patterns of exclusion of these groups within higher education and particular fields 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 and other…