Columbia College

Instructor of Mathematics (2 positions), Full-Time 1 year Temporary - Arts, Science, and Human Performance - Columbia College 2025

Salary: Placement on the Yosemite Community College District salary schedule dependent upon education and experience. 2024-2025 Salary Schedule – $69,893 to $130,472 per year or $82,359 to $133,410 with an earned doctorate. New personnel limited to a maximum tenth step initial placement based on previous experience – maximum equals $108,500 or $111,435 with an earned doctorate.

Closing Date: Wednesday, July 23rd, 2025 at 11:59pm

To apply, submit your application and required documents on-line via our applicant system at: http://50.73.55.13/counter.php?id=304807

Required Quals Summary

MINIMUM QUALIFICATIONS

Master’s Degree in mathematics or applied mathematics OR Bachelor’s degree in either of the above AND Master’s in statistics, physics, or mathematics education OR possess a California Community College Instructor credential appropriate to the subject OR the equivalent.

Determined by California State Chancellors Office. Click link below for discipline applicable Minimum Qualifications:

Minimum Qualifications for Faculty and Administrators in California Community Colleges (cccco.edu)

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. For more information on equivalency, you may access the link below:

https://www.yosemite.edu/recruitment/equivalency_policy_and_procedures

Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

Job Description Summary

GENERAL JOB DUTIES AND RESPONSIBILITIES

All full-time faculty are expected to participate actively in their disciplines, department activities, and the general intellectual life and governance of the college. Part of the teaching assignment may be online, in the evening, and/or on Saturdays. Duties and responsibilities include but are not limited to:

• Teaching lower division college courses in Mathematics

• Teaching assignments may include off-campus sites and evening, weekend or summer schedules.

• Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines.

• Develop, maintain and update course outlines, Student Learning Outcomes, Program Reviews and Unit Plans.

• Participate effectively in shared governance, including serving on standing committees.

• Informing students of course requirements, evaluation procedures and attendance requirements.

• Preparing and grading class assignments and examinations and informing students of their academic progress.

• Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines.

• Attending department, division, and college-wide meetings on a regular basis.

• Posting and holding sufficient and regular office hours in accordance with prevailing policy.

• Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement.

• Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity.

• Collaborating in the development and revision of curriculum and in program review.

• Engaging in department program improvement initiatives.

• Participating in professional development activities, both departmental and college-wide, especially connected to closing disproportionate impact gaps and improving completion goals.

• Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles.

• Maintaining appropriate standards of professional conduct and ethics.

• Engaging in the college’s participatory governance processes.

• Perform other duties as assigned, such as participate in graduation and other college events, serve on Accreditation Self-Study teams, contribute to departmental duties, etc.

PHYSICAL AND MENTAL STANDARDS

Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.

Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.

Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.

Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently.

Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments.

Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position.

PREFERRED QUALIFICATIONS

• Education and/or experience in teaching in Mathematics at the community college level.

• Current knowledge of mathematics education.

• Current understanding of assessment processes for improving student success at the course, program, and degree level.

• Willingness to experiment with teaching methods to accommodate various student learning styles.

• Participate in professional growth and remain current in subject area.

• Ability to operate in a dynamic environment and effectively respond to change.

• Vision and energy to plan and organize programs to enhance student success.

• Personal qualifications such as: effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.

• Willingness to collaborate with others on campus to promote effective learning experiences for students.

• Competent in new pedagogies, such as accelerated learning, supplemental instruction, on-line or hybrid teaching, and other pedagogies directed at improving student success and student equity.

• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within 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;

• Experience and skill with addressing issues of equity in the classroom;

• Experience and expertise in culturally responsive teaching in Mathematics, especially as it relates to the relevancy in students’ lives, interests, and communities;

• Demonstrated ability to address equity gaps within coursework and the classroom;

• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

DESIRABLE CHARACTERISTICS

• Ability to develop curriculum or services that stress innovation and improve student equity.

• Enthusiasm for the teaching and learning process.

• Interest in incorporating a variety of teaching methods and modalities.

• Ability to effectively integrate technology into teaching mathematics.

• Ability to emphasize both innovation and interdisciplinary connections in the development of curriculum and services.

• Commitment to supportive relationships with students and colleagues.

• Capable of instructing using teaching methods that accommodate various student-learning styles.

• Participate in professional growth and remain current in subject area and major state initiatives.

• Ability to operate effectively in an environment of change and ambiguity.

• Vision and energy to plan and organize programs to enhance student success.

• Willingness to participate effectively in shared governance and to work collaboratively.

• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.