Graduate teaching assistant jobs in Greensboro, NC - 245 jobs

This position is for an initial term of three years and is renewable upon review. The UNC -CH Department of Mathematics seek a dynamic person who is prepared to teach and design undergraduate math courses, including courses in the calculus sequence in a large-enrollment setting. The successful candidate will also be expected to serve as a course coordinator to manage a team of faculty and graduate student TAs, to perform administrative duties in support of teaching, such as managing placement testing or supervising undergraduate classroom assistants, and to collaborate with other faculty members engaged in similar efforts. Preferred Qualifications, Competencies, And Experience Demonstrated knowledge of scholarship in science teaching and learning, experience teaching at the college level, and experience in curriculum design are expected.

A global higher education leader in innovative teaching, research and public service, the University of North Carolina at Chapel Hill consistently ranks as one of the nation's top public universities. Known for its beautiful campus, world-class medical care, commitment to the arts and top athletic programs, Carolina is an ideal place to teach, work and learn. One of the best college towns and best places to live in the United States, Chapel Hill has diverse social, cultural, recreation and professional opportunities that span the campus and community. University employees can choose from a wide range of professional training opportunities for career growth, skill development and lifelong learning and enjoy exclusive perks for numerous retail, restaurant and performing arts discounts, savings on local child care centers and special rates on select campus events. UNC-Chapel Hill offers full-time employees a comprehensive benefits package, paid leave, and a variety of health, life and retirement plans and additional programs that support a healthy work/life balance. Primary Purpose of Organizational Unit The Sociology Department seeks to advance sociological knowledge and the public's understanding of society through research and teaching at the highest levels of the discipline. This goal breaks down into four important components: 1) to teach the core areas and methods of the discipline to undergraduates in a manner that will introduce them rigorously to its broad scope; 2) to offer social scientific and professional training to graduate students to prepare them for teaching and research careers inside and outside of the academy; 3) to carry out cutting-edge research in sociology to be published in major disciplinary and interdisciplinary journals; 4) to provide intellectual leadership and service to the department and sociology and related professions as well as to the university, local community, state, and nation. Further details on the department and its programs are available here: ************************ Position Summary The Department of Sociology at the University of North Carolina at Chapel Hill invites applications for a Teaching Assistant Professor or Teaching Associate Professor (depending on the selected candidate's qualifications and experience) in a teaching-track faculty position to begin July 1, 2026. This is a nine-month, fixed-term position with a 3-3 teaching load (six courses per academic year). Candidates will be considered for a three-year contract term with the possibility of renewal. The Teaching Assistant/Associate Professor will play a central role in the department's undergraduate instructional mission. The successful candidate will teach a mix of lower- and upper-division undergraduate courses, with enrollments ranging from approximately 24 to 250 students. The department seeks a faculty member who can contribute to one or more areas of instructional need, particularly courses that serve the Management and Society major (e.g., stratification, organizations, economic sociology) and/or the Health and Society minor (e.g., U.S. population health, sociology of mental health). Experience teaching introductory sociology courses is also valued. Specific course assignments will be determined based on departmental needs and the instructor's background and interests. In addition to teaching, the position includes service responsibilities related to undergraduate education, such as participation on the Undergraduate Studies Committee and involvement in programs and events for sociology majors and minors. Minimum Education and Experience Requirements PhD in Sociology or a closely related discipline completed by the start date of the appointment At least one academic term of experience teaching undergraduate students, either as instructor of record or in a primary instructional role with responsibility for course delivery and assessment Preferred Qualifications, Competencies, and Experience * Demonstrated excellence in undergraduate teaching, including experience teaching courses with varied student populations and varying enrollment sizes. * Experience teaching courses that contribute to the department's Management and Society major (e.g., stratification, organizations, economic sociology) and/or Health and Society minor (e.g., U.S. population health, sociology of mental health). * Experience teaching introductory or lower-division sociology courses. * Interest in and experience contributing to undergraduate curriculum development and programmatic initiatives. * Commitment to inclusive and student-centered teaching practices. Special Physical/Mental Requirements N/A Campus Security Authority Responsibilities Not Applicable. Special Instructions Applicants should submit the following materials through the UNC Jobs website: 1. A cover letter describing teaching experience, areas of expertise, and career goals in relation to a teaching-focused position at a public university. 2. A curriculum vitae. 3. A teaching portfolio, including a teaching statement, a summary of teaching evaluations, and sample syllabi. Applicants should use the "other document" field to upload their teaching portfolio. 4. Names and contact information for three professional references. Letters of recommendation will be requested from candidates selected for on-campus interviews. Review of applications will begin February 16, 2026. Quick Link *******************************************

The WISD's Mission is to educate, serve, and advocate with students, families, schools, and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can. The WISD's Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach. SUMMARY: Assists teachers and other professional staff by performing a variety of duties designed to implement the instructional program for students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities. Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes. Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities. Demonstrates excellent customer service. Supervises students in classes and/or in the community. Implements strategies for student independence. Integrates support services activities into the program's curriculum and the school day. Assists in implementing and monitoring IEP through group and individual instruction independently and through regular meetings and collaboration with professional staff. Follows individual behavior intervention plans. Manages and instructs students on appropriate behavior, using positive behavior support strategies consistent with Board policy and the student's behavior plan, if applicable. Monitors health needs and implement specialized care programs under the direction of professional staff. Assists in self-care, eating/feeding and dressing, as well as medical intervention if necessary. Assists students in the pool during Aquatic Therapy sessions. Provides assistance to facilitate student needs, including implementation of ancillary designed service programs under the direction of professional staff. Participates in building and district level activities, staff meetings, student staff meetings, program meetings, in-service activities and other meetings as determined necessary for assigned students. Assists teachers and support staff in preparing materials, housekeeping, keeping records and recording student progress in an objective manner. Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy. Demonstrate operational knowledge of Internet and Web-related technologies Demonstrates skills and comfort using the latest instructional online tools and technology Provides assistance to the operation of the total school program. Participates in district and school initiatives, adheres to building and district school improvement plans. Supports WISD vision and mission to enhance achievement for all students. Supports a team-based approach to problem solving. Adheres to district and school rules and procedures. Conducts behavior to demonstrate appropriate role-modeling, collegiality and professionalism. Maintains regular predictable attendance. PERFORMS OTHER DUTIES AS ASSIGNED. SUPERVISORY RESPONSIBILITIES: N/A. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: High School Diploma or equivalent - required. Associates degree, 60 hours of college credits, WorkKeys, MTTC Basic Skills, or ETS - preferred. Experience working with students with disabilities - preferred. Experience working as a team member to solve problems and develop and implement quality programming. Experience working with student behavior management and instructional support - preferred. Experience using “Non-Violent Crisis Intervention” techniques and other behavior strategies - preferred. Experience in monitoring student health needs, distribution of student medication and implementation of student care plan - preferred. CERTIFICATES, LICENSES, REGISTRATIONS: N/A. LANGUAGE SKILLS: Demonstrates ability to read and comprehend simple instructions, short correspondence, and memos. Demonstrates ability to effectively present information and respond to questions one-on-one and from groups of educators, students, and the general public. Demonstrates ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others). Demonstrates ability to write simple correspondence. Demonstrates ability to express self clearly, both orally and in writing. TECHNICAL SKILLS: Demonstrates ability to integrate technology into the everyday workflow if necessary. Demonstrates ability, if required, to work in a virtual online instructional setting. Demonstrates ability to use online instructional tools and technology. Demonstrates ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District. Demonstrates ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms. Demonstrates knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database, and presentation software) is required. Demonstrates ability to follow data collection information to support functional behavioral assessment. Demonstrates ability to accurately use district-wide electronic reporting systems for attendance, etc. MATHEMATICAL SKILLS: Demonstartes ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position. REASONING ABILITY: Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Exhibits a high level of professionalism with the ability to handle confidential information, use good judgment, plan, and handle complex projects, and maintain a flexible attitude. Demonstrates ability to define problems, collect data, establish facts, and draw valid conclusions. Demonstrates ability to apply common sense understanding to carry out detailed written or oral instructions. Demonstrates ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Demonstrates ability to use positive behavior support intervention techniques autonomously. Demonstrates ability to make reasonable student focused decisions autonomously. Demonstrates ability to implement various student plans simultaneously and report factually to the teacher. INTERPERSONAL SKILLS: Demonstrates ability to build rapport with others and to serve diverse publics. Demonstrates ability to take initiative, work well with others as a collaborative team member and exhibit good communication skills. Demonstrates ability to work collaboratively and cooperatively with others in a team. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand; walk; swim; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is regularly required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The position requires the individual to have the ability to manage the physical and emotional needs of students in a positive, student-centered manner. ENVIRONMENTAL ADAPTABILITY: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job. FUNCTIONS OF POSITION DESCRIPTION: This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment. The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. TERMS: Position subject to terms, conditions, and calendar of the Collective Bargaining Agreement between the District and Unit I AFT Local 3760. Starting salary ranging (dependent upon experience) from $39,288 - $44,259. Washtenaw Intermediate School District is a drug-free workplace. It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.

is based at our Greensboro, NC campus location. Transform your Career at ECPI University Since 1966, the dedicated employees at ECPI University have helped students achieve their goals via practical training and career-focused education with over 50 Associates, Bachelor's and Master's Programs. Our culture is to prioritize our students' success through the support of our dynamic team and industry focused curriculum. Visit *********************** to learn more about how you can help people improve their lives through education. This would be an ideal position for a business professional with a concentration in communications. Our terms are five weeks long, and class sizes are small which give our faculty the perfect environment in which to share their specific industry experience. If you are highly motivated and passionate about teaching, ECPI University may be the place for you. Qualifications Education: * Master's degree in Communications or a Master's degree with 18 graduate semester hours in the discipline from a regionally accredited educational institution. Experience: * 3 - 5 years practical work experience preferred. * 2 years teaching or presentation experience a plus. Skills/Abilities: * Strong academic and professional record * Strong active-learning skills for effective instruction * Experience in a student-centric and hands-on learning environment * The highest levels of integrity at all times * Orientation toward results * Exemplary interpersonal skills, verbal and written communication skills Benefits of Employment ECPI University provides a comprehensive benefits program designed to help our faculty and staff stay healthy, feel supported, and maintain a work/life balance. To learn more about benefits at ECPI University, click HERE. Committed to excellence and innovation, ECPI University is proud to be an equal opportunity employer.

Department: 85072 Wake Forest University Health Sciences - Academic PA Studies Status: Full time Benefits Eligible: Yes Hours Per Week: 40 Schedule Details/Additional Information: Faculty | PA Studies, Winston-Salem Campus | WFUSM The Department of PA Studies, Winston-Salem campus, is seeking a qualified PA candidate that will serve as a faculty member for the Master of Medical Science program. The MMS program equips, prepares, and mentors aspiring PAs to meet the needs of our healthcare environment and diverse patient populations. Our PA Program has a unique history of innovation in medical education. From its beginning in 1969, it has featured inquiry-based, small-group, self-directed learning centered on real patient medical problems. The Wake Forest PA program is a 24-month program of didactic and clinical education over two campuses in Boone and Winston-Salem. Our 88 matriculated students are located on the Winston Salem campus (64) and our Boone campus (24). Together on a team with other faculty, this faculty member will contribute to the decades of producing highly capable and competent PA clinicians. The primary responsibilities of this faculty member will include: Facilitating inquiry-based learning (IBL) small groups Assessing/grading student performance Participating in the program's curriculum development Instructing physical examination and diagnostic skills labs Advising and mentoring students throughout their course of study Participating in the admissions process, including student recruitment, interviews, and selection Serving on departmental/programmatic committees and participating in inter-professional education opportunities Contributing to scholarship and leading innovation in areas of interest Upholding the values of the Department of PA Studies, which include Excellence is achieved through critical inquiry and team-based decision making. Trust develops within respectful and inclusive environments. Diversity is inherently valuable. PAs should display cultural humility and address health disparities. Meaningful relationships with members of the community are critical to building a health system representative of our community. Educational transformation is required to dismantle systemic inequities in healthcare. Committed to creating a welcoming and inclusive environment for all, we are seeking candidates with the following qualifications: Master's degree or above; awarded degree must be from an accredited PA program. Current NCCPA certification and eligibility for licensure in North Carolina. Candidates are required to work clinically 8 hours per week. An ideal candidate will be a team player, have excellent written and verbal communication skills, have experience in PA education and/or clinical precepting, and a minimum of three years of clinical experience. Pay Range $0.00 - $0.00Academic Faculty Clinician Our Commitment to You: Advocate Health offers a comprehensive suite of Total Rewards: benefits and well-being programs, competitive compensation, generous retirement offerings, programs that invest in your career development and so much more - so you can live fully at and away from work, including: Compensation Base compensation listed within the listed pay range based on factors such as qualifications, skills, relevant experience, and/or training Premium pay such as shift, on call, and more based on a teammate's job Incentive pay for select positions Opportunity for annual increases based on performance Benefits and more Paid Time Off programs Health and welfare benefits such as medical, dental, vision, life, and Short- and Long-Term Disability Flexible Spending Accounts for eligible health care and dependent care expenses Family benefits such as adoption assistance and paid parental leave Defined contribution retirement plans with employer match and other financial wellness programs Educational Assistance Program About Advocate Health Advocate Health is the third-largest nonprofit, integrated health system in the United States, created from the combination of Advocate Aurora Health and Atrium Health. Providing care under the names Advocate Health Care in Illinois; Atrium Health in the Carolinas, Georgia and Alabama; and Aurora Health Care in Wisconsin, Advocate Health is a national leader in clinical innovation, health outcomes, consumer experience and value-based care. Headquartered in Charlotte, North Carolina, Advocate Health services nearly 6 million patients and is engaged in hundreds of clinical trials and research studies, with Wake Forest University School of Medicine serving as the academic core of the enterprise. It is nationally recognized for its expertise in cardiology, neurosciences, oncology, pediatrics and rehabilitation, as well as organ transplants, burn treatments and specialized musculoskeletal programs. Advocate Health employs 155,000 teammates across 69 hospitals and over 1,000 care locations, and offers one of the nation's largest graduate medical education programs with over 2,000 residents and fellows across more than 200 programs. Committed to providing equitable care for all, Advocate Health provides more than $6 billion in annual community benefits.

The Nido R. Qubein School of Communication at High Point University invites applications for an open-rank, non-tenure-track faculty position in the Media Production program beginning August 2026. We seek a collegial, student-centered teacher-scholar with the ability to teach across the media-production curriculum-with primary emphasis in motion graphics, animation, and virtual production-and to contribute to foundational courses in video production and editing. Candidates without direct virtual-production experience will be considered if they have a strong background in motion graphics and demonstrate the ability and motivation to become proficient in virtual-production workflows. Consistent with school expectations for non-tenure-track faculty, the successful candidate will maintain an active program of scholarship/creative works or professional development supported by institutional resources. Appointment, Rank & Load Open-rank non-tenure-track appointment. Typical teaching load is three, four-credit-hour courses per semester on a 9-month contract with the opportunity for summer teaching. Instructors carry a 4-4 load. Professors of the Practice (generally ≥15 years of progressively responsible communication/media-industry experience) carry a 3-3 load and assume added program duties (e.g., studio oversight, industry partnerships, co-curricular leadership). Key Responsibilities Teach undergraduate courses in Media Production with emphasis in motion graphics. Contribute to foundational courses in video production and editing. Develop new/updated courses, and applied projects aligned with contemporary industry standards and accreditation expectations (e.g., Adobe Creative Cloud, real-time/Unreal Engine workflows). Advise and mentor undergraduate students. Contribute to student recruitment and retention (e.g., open houses, admitted-student events, program showcases). Participate in service at the program, school, and university levels. Maintain technical currency as a media specialist; demonstrate a willingness to learn new technologies, hardware, and software in support of teaching responsibilities. As opportunities arise and subject to program needs, teach study-abroad/away courses. Minimum Qualifications Master's degree in Media Production, Animation, Digital Media, Film/Television, or a closely related field by the start date (instructors typically hold at least a master's). Experience and ability to teach introductory and advanced courses in motion graphics and animation. Proficiency with Adobe After Effects and other Adobe Creative Cloud applications used in media production. General media-production skills, including video production and non-linear editing. Demonstrated ability to communicate effectively and collaborate in a fast-paced, team-oriented academic environment. Evidence of excellence (or clear potential) in university-level teaching, including the ability to create embracive, engaging, and rigorous learning experiences. Preferred Qualifications Terminal degree (e.g., MFA, Ph.D.) in a relevant field and/or significant, progressively responsible professional experience (for Professor of the Practice rank, generally 15+ years). Proficiency with Unreal Engine software for real-time graphics and virtual-production workflows. Familiarity with integrated virtual-production and graphics systems within a studio/broadcast environment. A record of scholarship or professional accomplishments (e.g., publications, screenings, commissioned design/animation projects) aligned with the school's teacher-scholar model. Experience building industry partnerships and supervising internships/applied projects. About the Media Production Program Media Production prepares students to create compelling visual stories for film, television, streaming, branded content, and live/virtual environments. Students learn the craft and technology of production across pre-production, production, and post-production, with opportunities to develop advanced skills in motion graphics, animation, and virtual production. The program emphasizes hands-on learning, professional standards, and close faculty mentorship. About the Nido R. Qubein School of Communication NQSC is home to seven undergraduate majors-Advertising, Public Relations & Strategic Communication; Game Design; Multimedia Journalism; Media Production; Sport Media; Sport Management; and Social Media & Digital Communication-as well as the MA in Communication & Business Leadership. The school emphasizes experiential learning, close faculty-student mentorship, and strong industry engagement across its programs. About High Point University High Point University is a values-based institution that embraces the principles of God, family, and country. HPU is recognized for its focus on holistic student success, mentorship, and professional readiness. For more information, please visit the University's website. Application Instructions Apply online at the link provided by the University's applicant portal. To ensure full consideration, please submit the following. A single combined PDF is preferred (multiple uploads are accepted if needed): Cover letter addressing qualifications, teaching philosophy, professional history, and interest in teaching within the program. Curriculum vitae. Unofficial transcript for the highest degree earned. Evidence of teaching effectiveness (e.g., recent course evaluations, sample syllabus, project brief, or student work samples with context). Names and contact information for three professional references (letters will be requested later). Timeline Screening of applications will begin December 1, 2025. Priority will be given to applicants who meet the screening deadline; however, the position will remain open until filled. Expected start date: August 2026. Search Committee Chair For additional information regarding this position, please contact the Search Committee Chair, Barry Thornburg (**********************).

The Nido R. Qubein School of Communication at High Point University invites applications for an open-rank, non-tenure-track faculty position in the Sport Management Department beginning August 2026. We are seeking applicants with the ability to teach a variety of existing undergraduate courses in sport management including strategic management, sport finance, organizational behavior, and to develop a new course in sport sales and sponsorship. We are particularly interested in candidates with expertise in the areas of strategic management, sales, sponsorships, and/or other related areas. Consistent with school expectations for non-tenure-track faculty, the successful candidate will maintain an active program of scholarship or professional development supported by institutional resources. Appointment, Rank & Load Open‑rank non‑tenure‑track appointment. Typical teaching load is three, four-credit-hour courses per semester on a 9-month contract with the opportunity for summer teaching. Instructors carry a 4-4 load. Key Responsibilities Ability to teach a variety of existing undergraduate courses in sport management including strategic management, sport finance, organizational behavior, and to develop a new course in sport sales and sponsorship. Develop new/updated courses and applied learning experiences aligned with industry standards and accreditation expectations. Advise and mentor approximately 30-40 undergraduate majors annually. Coordinate and support student internships (faculty advisor) and applied industry projects. Contribute to student recruitment and retention (e.g., open houses, admitted‑student events, outreach to prospective students). Engage with industry partners and alumni to support experiential learning and placement pipelines. Participate in service at the program, school, and university levels. Maintain an active agenda of scholarship or professional development (e.g., publications, conference presentations, creative/professional work). As opportunities arise and subject to program needs, teach study‑abroad/away courses. Minimum Qualifications Master's degree in Sport Management or a closely related field by the start date; instructors typically hold at least a master's. Demonstrated ability to communicate effectively and collaborate in a fast‑paced, team‑oriented academic environment. Evidence of excellence (or clear potential) in university‑level teaching, including the ability to create embracive, engaging, and rigorous learning experiences. Commitment to experiential learning, advising, and student success. Preferred Qualifications Ph.D., Ed.D., J.D., or other terminal degree in a relevant discipline OR significant, progressively responsible professional experience in the sport industry (for Professor of the Practice rank, generally 15+ years). Teaching expertise across multiple areas of the sport‑management curriculum, including sales and sponsorship, strategic management, analytics, and/or emerging industry trends. A record of scholarship or professional accomplishments (e.g., publications, presentations, commissioned projects) aligned with the school's teacher‑scholar model. Experience building industry partnerships and supervising internships/applied projects. About the Sport Management Department The Sport Management Department, housed within the Nido R. Qubein School of Communication, has undergone tremendous growth and transformation in recent years and currently enrolls over 280 students. Our curriculum is designed to expose students to all facets of the sports world, with an emphasis on developing critical leaders in an ever-changing global industry. More information about the sport management program can be found here: Website: ****************************************** HPU SMG Instagram: ********************************************* HPU Sport Management Insights Podcast: ********************************************* About the Nido R. Qubein School of Communication NQSC is home to seven undergraduate majors-Advertising, Public Relations & Strategic Communication; Game Design; Multimedia Journalism; Media Production; Sport Media; Sport Management; and Social Media & Digital Communication-as well as the MA in Communication & Business Leadership. The school emphasizes experiential learning, close faculty‑student mentorship, and strong industry engagement across its programs. About High Point University High Point University is a values‑based institution that embraces the principles of God, family, and country. HPU is recognized for its focus on holistic student success, mentorship, and professional readiness. For more information, please visit the University's website. Application Instructions Apply online at the link provided by the University's applicant portal. To ensure full consideration, please submit the following. A single combined PDF is preferred (multiple uploads are accepted if needed): Cover letter addressing qualifications, teaching philosophy, and relevant professional experience. Curriculum vitae. Unofficial transcript for the highest degree earned. Evidence of teaching effectiveness (e.g., recent course evaluations, sample syllabus, assignment or project brief). Names and contact information for three professional references (letters will be requested later). Timeline Review of applications will begin November 1, 2025. For full consideration, please submit materials by that date. The position will remain open until filled. Expected start date: August 2026. Search Committee Chair For additional information regarding this position, please contact the Search Committee Chair, Dr. Tim Koba (*******************).

Bennett College is soliciting applicants for adjunct pools in the following disciplines: Biology, Chemistry, Physics, Political Science, English, Mathematics, Philosophy, Psychology, Curriculum and Instruction, Social Work, Music, Journalism and Media Studies, and Business/Accounting. Applicants who are chosen for adjunct pools will join a strong faculty at one of only two Black Women's College in the United States. Successful candidates should possess demonstrated experience in online/hybrid course delivery, pedagogical techniques for the discipline, knowledge of instructional technology. Good time management and record-keeping skills, the ability to communicate effectively both orally and in writing, and to work independently and collaboratively are essential. The candidate will also need to demonstrate the use of effective practices for engaging students with diverse learning needs and backgrounds. ESSENTIAL JOB FUNCTIONS: Teach face-to-face, hybrid and/or online. Must provide a certificate of technology training in electronic delivery (Hybrid/Online Delivery) of courses and are willing to participate in training. Teach day, evening, or weekend courses Maintain required grade books, evidence of final exams, and other departmental required documentation Assume responsibility for laboratory/classroom preparation, including maintenance and cleanup, and recommend, as necessary, appropriate laboratory supplies and equipment Respond to student questions and issues related to the course and give timely feedback to students on course assessments Perform all other related duties as assigned KNOWLEDGE, SKILLS, AND ABILITIES: Ability to demonstrate current, accurate, and comprehensive knowledge of topics covered in the curriculum (knowledge of subject matter) Ability to demonstrate skills relevant to the subject area(s) Ability to use appropriate literature and current resources in the subject areas Ability to demonstrate an ability to make topics and activities meaningful and relevant to the student Ability to effectively use various instructional strategies (active learning, online discussions, rubrics, and aligning assessments with course outcomes) Ability to incorporate technology in instructional practices Excellent oral and written communication skills necessary for effective teaching Ability to use modern instructional technology (Microsoft Office, learning management systems, e-mail, Internet, student information databases, library research databases) and experience with Internet-based instruction Ability to demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement Ability to articulate clear learning goals and instructional procedures Ability to establish and maintain effective, civil, and respectful communication and interpersonal relations throughout the college and the community Ability to work well with colleagues across departments Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic background Experience in teaching in a hybrid/online setting EDUCATION AND EXPERIENCE: Required: Master's degree in discipline area Minimum of two (2) years teaching experience in discipline Preferred: Ph.D. in discipline area Five (5) years of experience teaching at college/higher education level

Be part of something big. Davidson-Davie Community College is an award-winning institution that is committed to student learning and success, as well as the economic growth of the communities we serve. Our goal is to identify individuals who will assist in our mission, so that everyone has the opportunity to succeed at Davidson-Davie Community College. Our benefits and other resources make it possible to excel both professionally and personally. We are a dynamic community that supports and celebrates the success of our students, faculty and staff. The future is here! What you'll do on a typical day Adjunct faculty positions are available to teach curriculum courses offered at the Davidson Campus in Lexington, NC. Courses can be offered during the day, evening, weekend hours, mixed delivery (mixture of online and face to face), video conference (using video technology to deliver instruction to a face to face class as well as to a distance class), and internet. Anticipated areas of need include Academic Related Courses (ACA), Art, Biology, Chemistry, Communications, Early Childhood (B-K), Global Languages (including English), Math, Music, Physical Education, Philosophy, and Political Science, and Sociology. This position reports directly to the Associate Dean in the teaching discipline and has the following responsibilities: Promotes College mission, values, and vision Teaches assigned courses in classroom/lab settings to meet program needs including, but not limited to, day, evening, weekend, and distance courses Evaluates student progress and provides appropriate feedback Develops course syllabi and provides appropriate written information to students concerning course evaluation and criteria Carries out a program of self-evaluation to determine instructional effectiveness Explores, assesses, and implements appropriate instructional technology to enhance student learning outcomes Assists in the evaluation of courses and programs Prepares and submits instructional records, reports, and grades established by institutional policy Attends appropriate College and School meetings Assists in student recruitment and retention Maintains appropriate office hours and accessibility for students, faculty and staff Participates in professional development to enhance instructional and technical skills Performs other tasks as assigned which support the mission and initiatives of the College Your attributes Required: Master's degree with18 graduate hours in the teaching discipline from a regionally accredited institution Teaching experience Skill in the use of computers, MS Office and commitment to use of technology in instruction Excellent oral and written communication skills Ability to work effectively and collegially with others Effectiveness in the following College organizational competencies: * Translating College purpose, values, and vision into organizational action * Collaborating and facilitating * Creating and innovating * Anticipating and responding to change * Providing vision and leadership * Assessment of student learning * Engagement and assessment of successful student retention models Preferred: Broad background of academic coursework Teaching experience at the community college level Experience with online instruction Work environment ADA requirements for this position include critical thinking skills with the ability to process information and exercise good judgment in the collection, evaluation, and analysis of data, and student assessment, curriculum development, and program review. Other requirements include ease of mobility in supervising students in classroom/lab settings, carrying supplies and other instructional materials, ability to move, climb, or crawl under equipment, use of keyboard, effective use of all forms of communication, and the ability to perform general teaching and office duties and travel to other campus locations.

Part-time faculty are professional, credentialed educators with the primary responsibility of providing a quality learning experience for credit and non-credit Rockingham Community College (RCC) students. Faculty are responsible for providing learning experiences on the main campus and off-site. Faculty are responsible for but are not limited to planning, organizing, promoting, and teaching Air Conditioning, Heating, and Refrigeration (HVACR) courses, which may include online and hybrid courses. Faculty are expected to perform all instruction-related duties in a timely manner and in accordance with the mission, policies, and procedures of the College, the North Carolina Community College System, and with appropriate accrediting entities where applicable. HVACR Part-time faculty report to the Dean of Applied and Industrial Technologies.Curriculum and Instruction * Planning and organizing the curriculum as approved by the RCC Board of Trustees, the North Carolina Community College System, and other accrediting entities. * Identifying and/or developing instructional materials needed to teach the program competencies prescribed in the approved curriculum by Rockingham Community College, the North Carolina Community College System, and other accrediting entities. * Integrating related supplemental reading that provides additional opportunities for student learning. * Assisting in the development of program student learning outcomes for all courses in the program major. * Developing course syllabi that outline clear and appropriate learning outcomes and expectations that reflect program competencies. * Utilizing the course description set forth in the North Carolina Community College System common course library when developing or assessing learning objectives. * Developing appropriate assessments of established learning outcomes for all courses taught. * Reporting student progress in mastering established learning outcomes based on identified and approved assessments. * Implementing and providing effective instruction that demonstrates appropriate knowledge of his/her specialized field in accordance with best practice literature. * Teaching an appropriate instructional course load in accordance with policies outlined in the Employee Handbook. * Demonstrating the effective use of pedagogical methods to meet various student learning styles. * Administering appropriate assessment and/or testing to measure student learning outcomes in all courses. * Maintaining appropriate classroom standards that include the effective management of students in the classroom and the management of classroom and lab facilities. * Identifying and/or recommending equipment needed to teach the learning outcomes prescribed in the approved curriculum by the RCC Board of Trustees, the North Carolina Community College System, and accrediting entities. Maintaining compliance with established North Carolina Community College System performance measures, national benchmarks, etc. for the appropriate curriculum as prescribed by the North Carolina Community College System and accrediting entities. * Providing timely and accurate reports including 10% reports, grade reports, and other required reports related to instruction. Program Development * Interacting with the program advisory committee to determine state-of-the-art practices, procedures, and equipment related to maintaining an up-to-date instructional program * Monitoring professional information sources to determine trends and innovations in one's field that lend themselves to integration into the instructional program. Student Development Support * Being available to students for out-of-class tutorial support in the courses, he or she is assigned to teach. * Referring students to Student Development personnel for guidance, counseling, and resource assistance following prescribed procedures on an as needed basis. * Supporting retention strategies with the appropriate program faculty, Department Chair, Program Director, appropriate administration, and Student Services personnel to maximize student retention. * Providing placement assistance to graduates of the assigned program. Institutional Support * Assisting with the implementation and enforcement of all official policies and procedures of RCC. * Attending meetings, conferences, seminars, briefings, and training sessions called to expedite the business of the college. * Attending extracurricular functions such as graduation, campus fund drives, etc. that promote the collegiate life. * Striving to exhibit a personal and professional deportment that reflects positively upon the individual and the public perception of the community college. * Participating in the activities to maintain programmatic and institutional accreditation. Public Relations Support * Maintaining effective intra-institution relationships with members of the Board of Trustees, President's Senior Staff, Administrative Staff, faculty, and support personnel of the service area. * Providing appropriate liaison support with the North Carolina Community College System and other relational entities. * Promoting Rockingham Community College with local, state, regional, and national citizenry. Professional/Personal Development * Participating in Rockingham Community College, North Carolina Community College System, and other authorized professional development programs upon request. * Pursuing professional development courses, seminars, workshops, and institutes designed to enrich and/or enhance the quality of instruction delivered in the classroom and/or laboratory. * Pursuing local, state, regional, or national certifications that qualify one's work against recognized standards in his or her field. Performing other duties as assigned by the appropriate Department Chair, Program Director, Dean, Vice President for Academic Affairs and/or the President of Rockingham Community College.REQUIRED: Diploma in Air Conditioning, Heating, and Refrigeration (HVACR) or related field from a regionally accredited post-secondary institution, minimum of three years of related work experience in the HVACR field is required. (Military experience may be counted toward the three years.) Physical Requirement: Must be physically able to perform job duties, including moving, bending, and lifting up to 30 lbs. Licensing Requirement: Licensing Requirement: EPA Refrigerant Certification PREFERRED: Associate of Applied Science degree in Air Conditioning, Heating, and Refrigeration (HVACR) or related field from a regionally accredited post-secondary institution. This position description covers the most essential functions and duties associated with this position. Other duties may be assigned by the President or appropriate supervisory personnel. The College reserves the right to alter duties, responsibilities, conditions, working hours, and job title as necessary. This position must meet minimum SACSCOC criteria and the minimum criteria of other pertinent accrediting, licensing, and credentialing agencies in the area of teaching assignment. Degrees and hours must be from a college accredited by a United States Department of Education accepted accrediting agency such as SACSCOC. * Excellent interpersonal and presentation skills required and ability to collaboratively work as a team member. * Ability to provide instruction during the day, evening, and weekends. * Ability to facilitate instruction in a learning management system. * Ability to use technology to deliver instruction. * RCC requires the use of a Learning Management System [LMS] to facilitate instruction regardless of the mode of instruction. Instructional staff and faculty must demonstrate LMS readiness or complete a self-paced RCC LMS training without compensation.

Preferred Years Experience, Skills, Training, Education Ph.D. in Mathematics from a 4-year accredited institution. Knowledge of the use of technology in teaching Mathematics. One to five years of college teaching experience at a culturally diverse liberal arts institution. Evidence of successful teaching of college Algebra, Precalculus, Calculus and Statistics or equivalent preferred. Participate in curriculum review and evaluation, advise students, serve on department committees.

Join our nurturing community at Summit School, an independent day school nestled in the heart of Winston-Salem. With a rich history dating back to 1933, we've been pioneering excellence in education since our founding as the Piedmont Triad's premier independent day school. At Summit School, we're dedicated to nurturing approximately 540 students from JrK through Grade 9, fostering an environment where every individual can flourish and reach their full potential. We're currently seeking a dynamic Assistant Teacher to join our team, collaborating closely with lead educators to ensure the delivery of top-notch education that aligns with our mission and progressive pedagogy. Key Responsibilities: Demonstrates effective classroom management strategies that align with Summit's mission and progressive pedagogy Reinforces classroom routines that scaffold both physical and intellectual independence and autonomy Helps the lead teacher plan, implement and assess learning activities Provides clerical and other classroom support as needed Provides additional supervision for students during class, lunch, recess, between classes and on class outings or field trips Assists and tutors children individually and in small groups under teacher's guidance to help master material and reinforce learning Supports the direction of the lead teacher and is able to maintain the student experience in the absence of the lead teacher Must be able to independently supervise students Qualifications - Embraces an inviting attitude of service and adaptability, always ready to meet the evolving needs of the classroom and its students. - Thrives in a collaborative environment and communicates effectively with colleagues and students alike. - Demonstrates empathy and responsiveness to the unique needs of each student. - Aligned with progressive educational philosophies and advocates for an experiential learning approach. - Possesses strong organizational and interpersonal skills essential for fostering a supportive learning environment. - Proficient in technology, with the ability to create and distribute engaging weekly newsletters. - Committed to ongoing professional development in the field of education. - Values and respects children, their perspectives, and their contributions to the learning process. Requirements: - Preferred bachelor's degree. - Prior experience in a classroom setting working with young learners. Physical Requirements Prolonged periods sitting at a desk and working on a computer or standing to teach. Must be able to lift up to 15 pounds at times Must be able to traverse classroom, campus and adjust one's tone and height by bending or leaning in order to teach children. If you're passionate about education, eager to make a difference, and ready to contribute to a supportive learning community, we invite you to apply and embark on a fulfilling journey with us at School.

An instructor is a member of faculty in an academic department and team that supports student achievement and success from recruitment through graduation and beyond, advancing equitable economic mobility, personal empowerment, and transformed communities. An instructor conducts college courses at appropriate quality for undergraduate students as assigned by the Department Chair and approved by the Dean. The instructor facilitates the learning process by designing and implementing appropriate, meaningful, and equitable instructional activities, and by drawing from the scholarships of teaching and learning and cultivating a supportive learning environment that allows students to think critically and experiment. The instructor evaluates student learning by creating and implementing well-designed assessment tools. Additionally, the instructor participates in curriculum development, mentoring of students, helps students connect with academic and non-academic supports services as needed, and engages in institutional service, professional development, and other duties assigned by the Department Chair and Associate Dean. The instructor also keeps accurate records pertaining to students and adheres to all institutional policies and procedures. Minimum Qualifications * Must meet minimum SACS criteria of bachelor's degree in biology or life sciences. * Knowledge of basic biology labs. * Flexibility to teach morning, afternoon, evening, and weekend classes as needed. Preferred Qualifications * Two (2) academic years of teaching experience. * Experience teaching at a community college. * Willingness and ability to travel and work at multiple campuses or offsite locations as necessary. Essential Duties At Forsyth Tech we cultivate a culture of belonging where every member - students, staff, and faculty - are valued, respected, accepted and encouraged to use our true and authentic self and the voice of our unique characteristics and experiences. * Teach on- and off- campus classes as assigned, including online, Career and College Promise and Early College High School. * Assume responsibility for teaching assignments as designated by the Department Chair and approved by the Division. * Be available via traditional or electronic means for assistance, for responding to questions, or otherwise assisting the students in a timely manner as outlined by the Department and Division. * Responsible for grading laboratory assignments in a timely manner and posting grades in the Learning Management System. * Assume responsibility for maintaining all required College records including attendance, grade records, etc. * Make recommendations to Department Chair for supplies, equipment, and equipment repairs. * Remain current on methods of teaching with technology and incorporate instructional technologies to augment instructional delivery and facilitate learning. * Assume responsibility for being familiar with and adhering to all policies of the College including College-required training. * Use the College's Learning Management System to deliver online instruction, enhance on-campus instruction in all classes, and post the course syllabus and other handouts. * Follow the Family Education Rights and Privacy Act (FERPA) privacy requirements when disseminating student information. * Communicate effectively and work cooperatively with others in a collegial environment. * Perform other duties as assigned and other related duties incident to the work described herein. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * The employee will regularly use hands to finger, handle, or feel objects, tools, or controls and talk or hear. * The employee may frequently stand, walk, and sit. * The employee may occasionally reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. * The employee may lift and/or move up to 25 pounds. * Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * While performing the duties of this job, the employee is occasionally exposed to risk of electrical shock. * The noise level in the work environment is usually moderate.

Adjunct Faculty, Medical Laboratory TechnologyTeaching of MLT courses, prepping and conducting student laboratory sessions, performing related administrative duties and other duties as required by the MLT Department Head or full-time faculty.Minimum Required: AAS degree in Medical Laboratory Technology and hold a current nationally recognized certification as a Medical Laboratory Technician Minimum two years of clinical laboratory experience Preferred: BS in Clinical Laboratory Science/Medical Technology and hold a current nationally recognized certification as a Medical Laboratory Scientist/Medical Technologist Minimum three years of clinical laboratory experience Preferred Experience: Teaching/training in a clinical setting Community College-level teaching This position reports to the Department Head for Medical Laboratory Technology An ACC on-line application MUST be fully completed for consideration, which includes a required letter of interest, transcript attachment. Resume attachments are welcome but will not be accepted in lieu of complete application. For faculty positions, all relevant full- and part-time teaching experience, including start and end dates of employment, should be included on the application. Also, all relevant full- and part-time work experience related to the teaching discipline should be included on the application, including start and end dates. For more information, please contact Jamie Mongillo-Hooker at **************

The Adjunct Instructor of Physics would be responsible for: Classroom/Laboratory instruction of General Physics I and 11, office hours for students, mentoring/advising, managing teaching labs. Teaching includes lectures and laboratories introductory physics. Hold office hours commensurate with teaching load but a maximum of six office hours per week on no fewer than four different days. Prepare course outline and syllabus, develop course and lesson plans, and engage in the selection of textbook and other teaching aids necessary to the instruction of courses. Teach pertinent course subject using lectures, demonstrations, class discussion, and other appropriate modes of educational delivery. Lead and monitor classroom instruction that promotes educational and learning process keeping with faculty academic freedom and responsibility. Evaluate and grade student performance. Responsible for producing and distributing course learning objectives. Teaching responsibilities include lectures and laboratories in General Physics I and II. This would be for fall and spring semesters.**************** Qualifications Must have a commitment to undergraduate teaching and mentoring in the liberal arts tradition. Master degree in Physics or at least 18 graduate semester hours in physics and teaching experience at the undergraduate level. Physics is a discipline with cognitive, sensory, affective and psychomotor performance requirements and certain functional abilities are essential for the delivery of safe, effective learning environment. Must be able to perform the functions that are necessary for the safe practice of students in a laboratory environment. Must be able to maintain compliance with federal and state regulations for the laboratory environment.

The Fire Service Instructor will use NC OSFM lesson materials and present course materials in a manner which is relevant and informative. The instructor will deliver basic and/or specialized instruction in firefighting techniques to volunteer and professional fire service personnel. Instructor will prepare students for state certification and provide rigorous, high-quality continuing education for currently credentialed personnel. * Develop course syllabi, outlines, and lesson plans for curriculum courses assigned. * Review and select appropriate textbooks and instructional materials and media for the classes to be taught. * Develops lectures, classroom activities, and hands-on exercises for students to participate and learn. * Monitors and records student progress in courses. * Administers tests or other evaluation methods to students. * Keeps records of student attendance. * NC OSFM Level I or II Instructor Certification * 3 years' experience in the fire service * Q-school qualification-preferred * Live Burn qualification-preferred Equal Opportunity Montgomery Community College provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex (including pregnancy), national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

Rowan-Cabarrus Community College (RCCC) is a large community college in Rowan County and Cabarrus County, North Carolina, USA. It is one of 58 colleges in the state-supported North Carolina Community College System. RCCC offers fully accredited associate degree programs in more than 40 areas of study, including arts and sciences, business, information technology, health and public services, engineering technologies, and biotechnology. RCCC also offers accredited diploma and certificate programs focused on career training, continuing education and basic skills education. RCCC provides a foundation and transferable credits for students advancing to four-year colleges and universities and helps adults receive the additional training they need to start or change careers. RCCC provides more than 2,000 course offerings, serving a yearly overall enrollment of more than 22,000 students. In addition, RCCC provides the education and job-training programs needed to meet many of the workforce demands of the North Carolina Research Campus being developed in Kannapolis. RCCC offers day, evening and on-line classes for adults. Job Description Rowan-Cabarrus Community College is seeking a full-time Construction Management Technology Instructor. A full time faculty member is expected to maintain high standards of professionalism and high academic standards. At least 40 hours per week are to be spent in the following: direct instruction; preparation and evaluation of instruction; accessibility to students; committee assignments; advising and service to the college and community. Faculty may be assigned a teaching schedule that includes any college location, and at times that meet student, program, and college needs. Duties and Responsibilities: - Assist CMT Lead in managing CMT students, classes, and program related activities. - Assist CMT Lead improving CMT class activities, equipment, and classroom layouts. Support CMT students in SkillsUSA competitions and related activities. Qualifications Required Education/Experience Skills: AAS degree or higher in Construction Management with two year construction project supervision field experience in related subject matter. Preferred Education/Experience/Skills: - OSHA Construction Safety Certified authorized Trainer - AutoCad, AutoDesk and Revit experience Additional Information All your information will be kept confidential according to EEO guidelines. Please click on the following link to officially apply: **********************************

Part-time instructors in Sport Management - Elon University JOB DESCRIPTION AND POSITION REQUIREMENTS: The Department of Sport Management at Elon University seeks to hire part-time instructors for in-person classes (on Elon's main campus) for the spring 2026 semester, as well as the 2026-2027 academic year. These appointments are part-time, non-tenure track, with no guarantee of renewal. Our classes will be in-person either M-W-F, for 70 minutes each class, or T-TH, for 100 minutes each class. We also have a few M-W afternoon classes, for 100 minutes each class. Courses include, but are not limited to: Sport Law, Sport & Media, Sport Communications, Research Methods, Event & Venue Management, Sport Marketing, Sport Promotion & Sales, and Sport Finance. A terminal degree in sport management or other closely related field is preferred. Candidates should have teaching experience, as well as professional experience in sport management industries/fields. Applicants must demonstrate a commitment to inclusive, student-centered teaching and clear, skills-based assessment.Applicants should apply by submitting a short letter of interest with their qualifications, current Curriculum Vita (CV) and contact information of at least three references. Applications will be received on an ongoing basis and positions filled as needed. For information about Elon University's Sport Management Department, please visit ***************************************************************** Elon University is an equal employment opportunity employer committed to a diverse faculty, staff and student body and welcomes all applicants.

The Department of Sociology at the University of North Carolina at Chapel Hill invites applications for a Teaching Assistant Professor or Teaching Associate Professor (depending on the selected candidate's qualifications and experience) in a teaching-track faculty position to begin July 1, 2026. This is a nine-month, fixed-term position with a 3-3 teaching load (six courses per academic year). Candidates will be considered for a three-year contract term with the possibility of renewal. The Teaching Assistant/Associate Professor will play a central role in the department's undergraduate instructional mission. The successful candidate will teach a mix of lower- and upper-division undergraduate courses, with enrollments ranging from approximately 24 to 250 students. The department seeks a faculty member who can contribute to one or more areas of instructional need, particularly courses that serve the Management and Society major (e.g., stratification, organizations, economic sociology) and/or the Health and Society minor (e.g., U.S. population health, sociology of mental health). Experience teaching introductory sociology courses is also valued. Specific course assignments will be determined based on departmental needs and the instructor's background and interests. In addition to teaching, the position includes service responsibilities related to undergraduate education, such as participation on the Undergraduate Studies Committee and involvement in programs and events for sociology majors and minors. Preferred Qualifications, Competencies, And Experience Demonstrated excellence in undergraduate teaching, including experience teaching courses with varied student populations and varying enrollment sizes. Experience teaching courses that contribute to the department's Management and Society major (e.g., stratification, organizations, economic sociology) and/or Health and Society minor (e.g., U.S. population health, sociology of mental health). Experience teaching introductory or lower-division sociology courses. Interest in and experience contributing to undergraduate curriculum development and programmatic initiatives. Commitment to inclusive and student-centered teaching practices.