Adjunct professor jobs in Lower Merion, PA

Title: Teaching Faculty - Non-Tenure Track (NTT) Focus: First- and Second-Year Engineering Education Summary: At Temple University, we are deeply committed to both academic excellence and student access. Recognized in 2025 as one of only 21 institutions nationwide to earn the highest designations for research (R1) and student success and access (OCU) in the newly updated Carnegie Foundation Classification framework, our university stands out for driving discovery while supporting every student's journey. Within our College of Engineering, we welcome passionate educators to join us in empowering first- and second-year engineering students through inclusive teaching, career-readiness development, and a strong culture of mentorship. The College is leading the University for its growth in undergraduate enrollment, including a ~2X growth in first year students in the past two years. Core Responsibilities Teach a subset of foundational undergraduate engineering courses (see full list below) Employ innovative, student-centered teaching practices to foster conceptual understanding and belonging. Mentor and support students academically, socially, and professionally. Collaborate on student retention strategies and co-curricular initiatives (e.g., tutoring, seminars, learning communities). Integrate career development themes into early engineering curriculum. Demonstrate traits of an “effective teacher” as identified by a team at Boise State ( ************************************************************************************************************************************************ Course Design: Designs course materials in alignment with course learning outcomes Scholarly Teaching: Implements evidence-based practices Learner-Centered: Uses an inclusive, learner-centered approach Reflective teaching: Practices reflective teaching to drive continuous improvement of teaching Responsibilities Focused on Student Success and Retention Design inclusive classrooms that counter isolation and promote collaboration both with students and colleagues. Support students academically and emotionally during critical early semesters. Address foundational learning challenges in STEM gateway subjects. Encourage persistence through strong mentorship and cultivation of a positive academic climate. Foster strategic partnerships with academic and student support (i.e. Academic Advising, Career and Professional Development, Math, Physics, Chemistry, Biology, etc.) units to improve student performance and persistence. Connect students to professional pathways and help them see themselves as future engineers. Required Qualifications: Master's or Ph.D. in engineering, engineering education or a closely related field. Demonstrated teaching ability or potential at the college level commensurate with experience. Commitment to inclusive, student-focused instruction. Preferred Qualifications: Experience with first-/second-year STEM instruction. Familiarity with student retention challenges and classroom/co-curricular strategies to address them. Comfort with active learning, early academic intervention, and building student confidence. Ability to relate engineering content to real-world applications and career pathways. Institutional Commitment to NTT Faculty NTT faculty are fully integrated into departmental life and decision-making. Promotion pathways include Assistant → Associate → Full Teaching Professor. Long-term contract stability and continuation of employment available after sustained service. Eligible for annual merit pay increases based on teaching excellence and service. Encouraged and supported to undertake curricular innovation and student success leadership including conference travel and on campus professional development opportunities, including the Center for the Advancement of Teaching. Foundational Courses ENGR 1001: College of Engineering First Year Seminar ENGR1101: Introduction to Engineering and Engineering Technology ENGR 1102: Introduction to Engineering Problem Solving ENGR 1117: Engineering Graphics ENGR 2331: Engineering Statics ENGR 2332: Engineering Dynamics ENGR 2333: Mechanics of Solids ECE1111: Engineering Computation I ECE 2112: Electrical Devices & Systems I ECE 2342. Circuits and Electronics I ENGR 3571: Classical and Statistical Thermodynamics Review Process: Begins December 8th and continues until the positions are filled. Applicant Instructions Application Materials: Applicants should submit the following four documents in their initial application. NOTE: Submit the four required documents as ONE document in the resume section of the application: Cover Letter (1 page): A tailored cover letter summarizing your interest in the position and highlighting relevant qualifications and experience. Be sure to address how your background meets the requirements. In addition, explain your preparedness to teach the listed foundational courses (above). Curriculum Vitae/Resume: A comprehensive CV detailing your educational background and any teaching or relevant industry experience. Emphasize experience related to teaching first- and second-year engineering courses (e.g. teaching assistant roles, tutoring, or instructional workshops). Include any evidence of teaching effectiveness or training (such as teaching awards, certifications, or professional development in pedagogy). Teaching Statement (1-2 pages): Please submit a statement of your teaching philosophy and instructional practices. This should be a concise, well organized essay (1-2 pages) describing how and why you teach or would teach, with a particular focus on first- and second-year engineering students. Use specific examples where possible to illustrate your approach such as a technique you've used to clarify a difficult concept, a project that engaged students in teamwork, or a strategy that helped a student regain confidence. Emphasize how your teaching philosophy translates into tangible support for both academic and personal growth during the critical first two years of an engineering degree. Avoid jargon, and aim for a student-centered tone. The committee is looking for evidence of your commitment to teaching, your ability to support student retention and development, and your enthusiasm for helping undergraduates succeed in engineering and beyond. Your statement should address the following: Learning Goals: What are your priorities for student learning in foundational courses? How do you define success for early-stage engineering students? Instructional Approach: What teaching methods do you use (e.g., lectures, labs, active learning, group projects, flipped classrooms), and how do these help students with diverse preparation levels understand engineering concepts? Student Success and Retention: Describe how you foster persistence among students, particularly those at risk of leaving the major or University. How do you build self-efficacy, create a sense of belonging, and help students overcome conceptual or motivational barriers? Career Preparation: How do you connect foundational course material to real-world engineering practice and professional skills? What strategies do you use to help students envision and prepare for their future careers? Inclusive Practices: How do you ensure your classroom is welcoming and accessible to all learners? Include any approaches you use to support equity, collaboration, and engagement. 4. References: A list of three professional references who can speak to your teaching abilities or work ethic. Include each reference's name, title, affiliation, phone number, and email address. We will not contact references until after the interview process and will not contact them until we ask you first . Choose references who can address your teaching experience, classroom skills, or mentorship qualities (for example, a supervisor from a teaching position or a professor who oversaw your work as a TA).