Science instructor jobs near me - 398 jobs

It's a great feeling to work for a company that does so much good for others around the world! About Us Innovative Network of Knowledge is a dynamic and rapidly growing company in an emerging space of innovation in education. Our passion is to change education forever for the K-12 students (online) we serve. We are changing the way children learn and apply knowledge in the real world. Through our Project Based approach, supported by personal Educational Concierges, we strengthen the whole child through their educational experience. Through synchronous and asynchronous opportunities, co-teaching and workshop labs, our students are immersed and challenged in a way not experienced in today's educational landscape. In addition, staff and students will take part in weekly programs that promote character and citizenship opportunities to grow not only as a school but also as a community at large. We believe that each employee and the students we serve become part of our family and will be engaged, excited, and prepared for all that the future holds. Our Focus Innovative Network of Knowledge seeks to change education forever through innovation and technology. We offer a well of knowledge, a spring of possibilities and a place where your family becomes part of ours. Key Benefits: • Educational Concierge: Every family has access to a dedicated Educational Concierge to assist with enrollment, course planning and ongoing academic guidance, ensuring each student finds their unique path to success. • Goal-Oriented Tracking: We help students set meaningful milestones and track their progress, encouraging achievement and celebrating every accomplishment along the way. • Community-Focused Learning: Our programs are structured to foster collaboration and connection, building confidence and social skills even within a virtual setting. Technology: Innovative Network of Knowledge will provide this role with a company-provided laptop, but the employee will secure and cover the cost for the operation of this technology in the virtual landscape of his/her home office. (internet, telephone, home office setup, etc.). Position Overview As a teacher in our school, this position will be responsible for overseeing all aspects of the student learning experience. Teachers will create robust and rigorous lessons based on Project Based best practice and teach synchronously and asynchronously during the week. Teachers will collaborate with colleagues and also Co-Teach in our PBL afternoon Work Labs to engage students in real world applications and help learning come alive for every student we serve. Teachers will attend and participate in weekly PLCs, regular staff meetings, and continuous professional development as planned by the leadership. Teachers will work inside and outside the school community to promote the school's mission and vision while fostering a positive environment for students and maintaining a strong public image for the institution. This position will report to the principal and will work closely with a team of teachers to coordinate the forward growth and development of the students we serve as well as create new pathways and opportunities for the school's growth. Key Responsibilities: Academics: • Needs to have working knowledge about the Project Based Learning (PBL) model for the grades taught. • Develop and implement rigorous lessons aligned with the school's philosophy and standards. • Monitor student academic progress and identify areas for improvement. • Oversee the learning process, implement enrichments and remediation as needed. Follows all required IEP/504/GT/Special Program requirements. • Ensures high-quality instruction across all subject areas. Learning Environment • Supportive, Inviting, Kind, Encouraging, Energetic, Inquisitive, Robust, Challenging. We want our teachers AND our students to have FUN Learning together. In order to do this, we must remove old barriers of stoic classroom environments and encourage exploration and the innovation that brings with it the aspirations to become more year over year for BOTH the teacher and the students. • Building a collaborative and positive work environment amongst colleagues. Student Support: • Maintaining a safe and disciplined learning environment. • Addressing student behavioral issues and implementing appropriate disciplinary measures. • Promoting student well-being and supporting their social and emotional development. • Overseeing student activities, clubs, and extracurricular programs. Community Engagement: • Communicating regularly with parents regarding student progress and school activities. • Building strong relationships with parents and actively involving them in the school community. • Representing the school at community events and to external stakeholders. (As applicable). Instructional Technology: • Effectively utilize online learning platforms, tools, and resources to deliver instruction and engage students in a virtual environment. • Troubleshoot basic technical issues and guide students in navigating the online classroom environment. • Maintain a virtual classroom presence through regular live sessions, recorded lessons, and interactive online activities. Student Engagement & Attendance: • Monitor daily student engagement and participation in online coursework and live sessions. • Communicate promptly with students and families regarding attendance concerns or disengagement. • Implement strategies to foster student connection and community in a virtual setting. Collaboration & Teamwork: • Collaborate regularly with grade-level teams, instructional coaches, and leadership to plan, reflect, and improve instructional practices. • Participate in virtual staff meetings, trainings, and planning sessions. Personalized Learning & Differentiation: • Utilize student performance data to personalize instruction and differentiate learning pathways. • Support students in setting academic goals and developing self-directed learning skills. Compliance & Documentation (Specific to Online/Private Schools): • Maintain accurate records of student attendance, engagement, communication logs, and intervention efforts. • Support data collection efforts for state reporting, accreditation, and internal evaluation. Professional Responsibilities: • Stay current on best practices in online education, student engagement, and innovative instructional strategies. • Exhibit professionalism, responsiveness, and flexibility in a remote working environment. Administrative Duties: • Track and manage student data for report cards, placement, and designing Individual Learning Plans. • Ensuring compliance with all relevant regulations and accreditation standards. • Comply with all Innovative Network of Knowledge (INK) policies and procedures. • Prepare regular Classroom Communications, for both internal and external dissemination, on program performance and outcomes. • Developing and implementing school-wide policies and procedures. • Actively participate in the school-wide ongoing professional development for teacher development and growth. Required Qualifications: • Bachelor's degree. Teaching certificate in the subject area of application. • Minimum of 2 years of classroom teaching experience in either public or private (virtual learning a plus but not required) • Ability to travel as needed for program integrity and growth • Ability to meet school deliverables • Eagerness to lead rich PBL classrooms. • Knowledge of education regulations and policies in Texas. Preferred Qualifications: • Strong communication skills • Ability to build relationships with students, parents, and staff • Understanding of private school culture and mission Other duties as assigned Note: Specific responsibilities may vary depending on the size of our school, as well as our specific educational philosophy. Notice: Employment with Innovative Network of Knowledge will be on an at-will basis. As such, this position description is not a contract or guarantee of employment for a definite amount of time. English (United States) If you like to work with people that believe they can make a difference in the world, this is the company for you! EEO Statement In accordance with Title VII of the Civil Rights Act of 1964 and other applicable federal and state laws (e.g., the Age Discrimination in Employment Act (ADEA), and the Americans with Disabilities Act (ADA), it is our policy to provide equal employment opportunity and treat all employees equally regardless of race, religion, national origin, color, sex, or any other classification made unlawful or prohibited by federal, state and/or local laws, such as age, citizenship status, veteran or military status, or disability. This policy applies to all terms and conditions of employment, including hiring, promotion, demotion, compensation, training, working conditions, transfer, job assignments, benefits, layoff, and termination. Applicants must be authorized to work for ANY employer in the U.S. We are unable to sponsor or take over sponsorship of an employment Visa at this time. #LI-Education#LI-Associate#LI-Full-time

This is a pooled position for the 2025-2026 school year. It is open year round even if no current openings exist. Primary Purpose: Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required endorsements or related training and work experience for certification waivers under the District of Innovation Plan (DOI) Demonstrated competency in the core academic subject area assigned Special Knowledge/Skills: Knowledge of core academic subject assigned Knowledge of curriculum and instruction Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Experience: One year student teaching or approved internship Major Responsibilities and Duties: Instructional Strategies 1. Develop and implement lesson plans that fulfill the requirements of district's curriculum program and show written evidence of preparation as required. Prepare lessons that reflect accommodations for differences in individual student differences. 2. Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations. 3. Conduct assessment of student learning styles and use results to plan instructional activities. 4. Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP). 5. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements. 6. Plan and assign work to instructional aide(s) and volunteer(s) and oversee completion. Student Growth and Development 7. Conduct ongoing assessment and feedback related to student achievement through formal and informal testing. 8. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal. 9. Be a positive role model for students; support mission of school district. Classroom Management and Organization 10. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. 11. Manage student behavior in accordance with Student Code of Conduct and student handbook. 12. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 13. Assist in selecting books, equipment, and other instructional materials. 14. Compile, maintain, and file all reports, records, and other documents required. Communication 15. Be available by phone, e-mail, or video conferencing to confer with district personnel, students, and/or parents during scheduled work hours. 16. Communicate with students or parents on a regular basis via phone or video conference, e-mail, or district-approved Learning Management System as directed by district administrative regulations. 17. Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. Professional Growth and Development 18. Participate in staff development activities to improve job-related skills. 19. Comply with state, district, and school regulations and policies for classroom teachers. 20. Attend and participate in faculty meetings and serve on staff committees as required. Other 21. Follow district safety protocols and emergency procedures. Supervisory Responsibilities: Direct the work of assigned instructional aide(s). Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Personal computer, phone systems, video/instructional equipment, and peripherals. Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking; repetitive computer work with frequent use of hands or wrist Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment Environment: Work inside from school campus, may work outside; regular exposure to noise and computer monitors. If deemed necessary may need to work from home or location other than school building as directed by supervisor. Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

MyEdSpace is an education technology platform that connects the best teachers on the planet with the students who need them the most - wherever they are, whatever their means. Backed by $15m in Series A funding from some of the leading investors in the space, we're ready to scale - and we want you to lead the charge with us! We're on a mission to make a world-class education accessible to all. We believe that every child deserves access to quality education, regardless of geography or socioeconomic background, to achieve their dreams and build a brighter future. So if you're a top-performer, incredibly ambitious, and excited to redefine an industry on a societal level and make a real impact on the world - we'd love to hear from you! 💼 The Role: Our UK business has been active since 2022, and is growing fast. We're building on this traction with a full-scale launch in the USA in 2026. We're already live, with Math courses running each week, but this is just the start. We're now looking for more world-class teachers to join the team and expand our offering as we scale across the country. This isn't a typical teaching role, and our platform will give you the ability to reach literally millions of students each week. If you love teaching and want to make a real difference, this is the role for you. ⚙️ What you'll do As a Senior Biology Teacher at MyEdSpace, you will: Deliver high-quality Biology lessons via live, interactive online teaching. Design and develop a full curriculum from scratch, ensuring it meets rigorous academic standards, including AP, ACT and standard learning curricula up to high school level. Create engaging educational content for YouTube, TikTok, and Instagram to support student learning. Refine teaching methods based on student feedback and performance data. Represent MyEdSpace in the U.S. and globally, growing a dedicated student following through social media and outreach. Collaborate with our Marketing Team on innovative campaigns to expand MyEdSpace's reach. 🙋 Who we're looking for You're a match for this role if you: Hold a bachelor's degree or higher in Biology or a closely related field, achieving a 3.5 GPA (or equivalent) or higher Achieved top grades in your subject at college and high school Are a dedicated and hardworking individual Possess a valid U.S. teaching certification in secondary Biology education (state-specific certifications accepted). Have at least 5 years of teaching experience, including AP-level instruction. Preferably have experience leading a Biology department or overseeing curriculum for middle or high school students. Have experience as an AP, IB, or standardized test scorer (preferred but not required). Are authorized to work in the United States. Are comfortable developing your personal brand on social media-we will support and provide the tools needed to succeed, but you must be open to the idea of becoming an influencer. Possess excellent communication and interpersonal skills. Are driven to develop personally, contributing to a transformative educational venture. 🔩 Details: Location: Remote, for now. We expect to open a US office in 2026 but for now our team in the US is remote. Reporting to: Co-Founder / CEO Salary: $120k base salary with additional performance bonus (up to $50k pa). ✨ Our values PUT INTEGRITY FIRST Honesty matters. Tell the truth, and be straight-up. Be transparent and do the right thing. This builds respect and reliability for our students, families and team members. KNOW YOUR COORDINATES Understand where you are and where you want to get to. Know your strengths and acknowledge your gaps. Think from first principles. Question things, and never pretend to know what you don't. RAISE THE BAR Own it and get it done. Do better. Iterate quickly and seek feedback. Deliver real value. Be excellent and lift others up. Share learnings and help your teammates improve. LOVE TO BE WRONG Push boundaries. Be outside your comfort zone. Naturally you'll get some things wrong and that's okay. Embrace feedback. Learn from it and get closer to excellence. WIN TOGETHER To achieve our mission, we have to work together. We all have a role to play, so help each other get there. We're stronger as a team so inspire, support and respect each other. 🙋 Why you'll love working here We're a team on a mission to transform education for the better. Joining MES means you'll be part of something ambitious, fast-moving, and full of purpose. Here's what you can expect: The chance to make a real impact: your work directly shapes the future of education. A fast-paced and high-growth environment where ideas move quickly and careers accelerate. A collaborative, supportive culture: we're head quartered in the UK, but we're a global team with colleagues in 15+ countries, bringing a rich mix of perspectives and energy.

Join an Elite Tutor Talent Pool for a Prestigious Global Research Mentorship Programme (Remote, Flexible) Are you a Master's or PhD-level scholar from a world-leading university such as Oxford, Cambridge, MIT, Stanford, or the Ivy League? We are inviting exceptional academics and educators to join our curated Tutor Talent Pool for a highly selective online research mentorship programme, supporting intellectually ambitious students aged 13-18 from around the world. This is not an offer of immediate work, but an opportunity to join our network of distinguished tutors. When student demand aligns with your subject expertise and availability, we'll invite you to participate. About the Programme: This intensive, two-week online mentorship introduces gifted secondary students to the rigour of academic research, critical thinking, and scholarly writing. Across 10 one-to-one tutorials, students collaborate closely with their tutor to develop a short academic research paper in a subject of their choice. Tutorial Format: 10 x 1-hour tutorials, delivered over 2 consecutive weeks Fully remote, personalised academic engagement Students produce a 1,500-2,000-word research paper by the end of the programme Areas of Academic Interest: We welcome applications from scholars in a wide range of disciplines, including but not limited to: STEM: Mathematics, Physics, Engineering, Computer Science, Medicine, Biosciences Humanities & Social Sciences: History, Politics, Literature, Law, Philosophy, Psychology, Economics Interdisciplinary & Emerging Fields also encouraged Requirements Ideal Tutor Profile: We are looking for tutors who are: Currently completing or have completed a Master's or PhD at an Ivy League institution, Stanford, MIT, Oxford, or Cambridge Experienced in teaching or mentoring high school or undergraduate students Passionate about guiding young scholars in independent research Articulate, organised, and deeply committed to academic excellence Available for 10 one-hour sessions over a 2-week period when matched with a student Benefits What We Offer: Competitive compensation for each 2-week mentorship The opportunity to inspire and mentor bright, globally diverse students Fully remote and flexible engagement Membership in a growing global network of top-tier academic mentors A meaningful way to share your expertise and support future scholars If you're committed to academic mentorship and eager to work with outstanding young minds, we invite you to register your interest and apply to join our Tutor Talent Pool. We look forward to connecting with you when the right opportunity arises in your subject area

Title Affiliate Instructor - Teacher Education Employee Type Regular Office/Department Teacher Education (JMA) Work Environment Remote Job Type Part time Anticipated Start Date 09/03/2024 Benefits at Loyola ********************************************** If Temporary or Visiting, Estimated End Date Position Duties The Teacher Education Department is seeking talented per-course instructors for our masters and certificate programs in elementary and secondary education (undergraduate and graduate), literacy education (Reading specialist, Literacy Teacher, ESOL), Kodaly Music Education, Montessori, and Curriculum & Instruction for Social Justice. Courses may be offered in our the Evergreen Campus in Baltimore. Additionally, courses may be offered in face-to-face, hybrid, and fully online formats. We seek experienced educators with a passion for education who can combine real-world experience with theoretical understandings of the field. Specific course needs vary from semester to semester. Information about our program offerings can be found at *********************************************************** The School of Education at Loyola University Maryland is recruiting a pool of persons for possible per-course affiliate teaching positions. This pool will be accessed ONLY when an opening arises. Your credentials will remain active as long as the pool position is available but no more than one year. After one year, if you are still interested, you must reapply to the current position pool. Only those selected for an interview will be contacted. The review of applications is ongoing. Compensation Range: $4,000.00 - $4.500.00 Successful candidates for any staff, faculty, or administrative position at Loyola University Maryland will be subject to a pre-employment background check. University Description Loyola University Maryland, located in the vibrant city of Baltimore, is a prestigious, selective, comprehensive university with a strong residential liberal-arts-based undergraduate program and professional graduate programs at the master's and doctoral levels. Founded in 1852, Loyola is one of 27 Jesuit colleges and universities in the United States and the first to bear the name of Saint Ignatius Loyola, founder of the Society of Jesus. Deeply committed to the Ignatian principles upon which it was founded, Loyola focuses on the care and education of the whole person - mind, body, and spirit - and its mission centers on preparing its students to learn, lead, and serve in a diverse and changing world. The Wall Street Journal ranked Loyola No. 1 among midsized colleges in the South and No. 23 overall in the nation in its 2025 “Best Colleges” list. Loyola was also ranked No. 5 in the nation for career preparation, No. 22 in the nation for student experience, and No. 65 in the nation for impact on graduate salaries. U.S. News & World Report has ranked Loyola among the top 10 universities in the North Region for the past decade. Princeton Review named it one of the nation's top institutions for undergraduate higher education and one of the best Mid-Atlantic colleges for 2025. It is among Washington Monthly's top master's universities nationally and is listed among the “best value” private colleges in Kiplinger's Personal Finance . Loyola University Maryland is proud to be recognized among the nation's top institutions. From national rankings to regional accolades, our commitment to academic excellence, student success, and Jesuit values continues to earn praise from respected organizations and publications.Learn more about our prestigious rankings and notable accolades and university profile by clicking on the hyperlinks. Diversity Statement Loyola University Maryland strongly values the benefits that diversity brings to the workplace. In accord with its Ignatian values, the University is committed to creating and promoting a community that recognizes the inherent value and dignity of each person. Loyola University Maryland does not discriminate on the basis of race, sex, color, national or ethnic origin, age, religion, disability, marital status, sexual orientation, gender identity, genetic information, military status, or any other legally protected classification. The University recruits, hires, and promotes in accord with this policy and its Core Values.

Every therapist deserves a work environment that enables them to provide the best possible services, just as every child deserves the support that empowers them to find their voice. AXIS Teletherapy was built by two SLP sisters who believed therapists thrive when they're part of a community designed for balance, connection and purpose. Working with schools across the country, both virtual and brick-and-mortar, AXIS delivers remote therapy through a trusted team of speech-language pathologists, occupational therapists, psychologists, counselors, and evaluators. The result is high-quality care for students across the country and a strong, supportive community for the professionals who serve them. Wilson Reading Instructors at AXIS empower school-aged children by using evidence-based strategies to support specialized instruction, individual education plans, and academic success. In a virtual setting, they provide specialized instruction in literacy, collaborate with families and educators, and help students thrive through consistent, data-driven support. Their work ensures that every child can build independence and resilience, no matter where they are. Special Educator Requirements & Responsibilities - Pennsylvania Bachelor's or Master's Degree in Education Pennsylvania PK-12 certification Wilson Reading Certification 2+ years of experience in a school setting Professional Integrity & Accountability - Demonstrates ethical behavior, respects policies, and takes ownership of responsibilities Collaboration & Communication - Works effectively with colleagues and contributes to a positive, team-oriented environment Adaptability & Problem Solving - Maintains a growth mindset, responds well to challenges, and can troubleshoot independently Cultural Competence & Time Management - Shows cultural sensitivity and consistently manages time and tasks efficiently Wilson Reading Instructor Benefits Part-Time: 15 hours of daytime availability per week minimum 1099 Contract Positions Competitive Pay Unparalleled Mentorship and Support 100% Remote

UWorld is seeking an AP Biology Teacher to contribute to our web-based Advanced Placement Biology Question Bank. The AP Biology Teacher will work closely with an onsite team of content developers to create an exceptional AP preparation product. This is a great opportunity to partner with some of the brightest minds in education within a collaborative environment and contribute to developing an exceptional educational resource. QUALIFICATIONS: Minimum Required Education * Bachelor's degree required; Master's degree in Biology or Biological Sciences preferred Minimum Required Experience * Five years of experience teaching an AP Biology course in high school or freshman-level Biology in college * Two years of experience writing assessment questions (eg, classroom exams, labs) at the level of the AP Biology examination * AP Reader, AP Table Leader, or AP Consultant experience highly preferred * Research experience in the Biological Sciences is preferred Knowledge, Skills, and Abilities * Extensive knowledge of the AP Biology curriculum concepts * Proven ability to write high-quality AP Biology questions and their short rationales * Acute attention to detail * Excellent verbal/written communication skills * Outstanding problem-solving skills with proven capacity to execute conceptual ideas into a finished product * Ability to work independently while operating within a dynamic team environment * Aptitude for adapting quickly and collaborating effectively * Ability to provide, receive, and respond to feedback positively * Solid organizational, prioritization, and self-motivation skills * Proficient in MS Office and a working knowledge of information technology (IT) JOB RESPONSIBILITIES: Reports to the Product Manager and develops content for the online AP Question Bank within the Biology team. Content Production * Fully responsible for independent question development, planning, and execution based on directives from onsite Biology team and Management * Writes high-quality, AP-style questions with brief, comprehensive rationales * Generates content that reflects existing curriculum standards, up-to-date research, and standardized examination practices * Receives and effectively adjusts content based on constructive feedback provided by onsite Biology team and Management * Collaborates with management, team members, and content support teams to ensure production goals are met within given deadlines * Develops marketing materials and participates in online forums and webinars to aidmarketing efforts to increase brand recognition Why You'll Love Working at UWorld * Competitive compensation based on experience * Generous paid time off-including parental and bereavement leave, plus a full week off during the winter holiday season * 8 hours of paid volunteer time per year * Comprehensive benefits: medical, dental, vision, life, disability, and even pet insurance! * 401(k) with a 5% employer match (eligible after 90 days of employment) * Professional growth opportunities, including annual learning and development programs * Onsite fitness classes and wellness initiatives * Departmental team-building events, such as fun team activities and outings to local restaurants, monthly birthday parties, and potlucks * A fun-loving company-wide Social Committee that hosts awesome inclusive events- Field Day, Halloween Costume Party, Annual Company Gala, and many more! At UWorld, we believe strength is derived from the talents, ideas, and experiences of a diverse workforce. We are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity, veteran status, or any other protected class. UWorld is proud to be an equal opportunity employer providing a drug-free workplace. If you have a disability or special need that requires accommodation, please let us know.

Adjunct instructors are primarily responsible for instruction and classroom/student maintenance. Requirements: 3-4+ years of professional experience Master's Degree in English is required Responsibilities: Attend a weekly feedback meeting with assigned EU administrator (Dean of Academic Affairs, Academic Advisor, or Program Director) to review student and classroom issues Maintain accurate attendance (daily and weekly) Make phone calls to students who have been absent Review and administer pre- and post-testing in all appropriate courses Administer required surveys and assessments in all appropriate courses Notify registrar of changes in roster Prevent "do not admit" students from entering class until cleared Maintain an accurate and fair grading scheme for each student Adhere to all University policies, rules, and regulations Maintain formal, neat, legible, accurate, and organized course syllabi Update attendance daily and grades weekly; ensure any physical student records of attendance and grades remain on campus in the designated area Conduct class according to scheduled times Prevent excessive breaks Avoid dismissing classes early Arrive at the University 20 minutes before the start of class fully prepared for each session Be available to students 15 minutes prior to the beginning of class session for questions and advising Submit grades no later than Monday 5pm EST following the end of each term Ensure that students adhere to University Policy Attend, if possible, graduation ceremonies Maintain classrooms in a clean and orderly manner Motivate, encourage, and assist students with academic issues and class attendance Maintain current and accurate information related to the subjects taught Complete annual professional development plans Tutor students as necessary Abide by all State, Federal, and/or University laws and rules pertaining to safety, health, and conduct This is a remote position

The Columbus School of Medical Massage is seeking a dedicated and knowledgeable Anatomy & Physiology Instructor to join our academic team. The ideal candidate will possess a deep understanding of human anatomy and physiology, as well as a passion for teaching and mentoring students in a dynamic educational environment. This role involves preparing and delivering engaging lectures, adhering to course materials, and fostering an interactive learning atmosphere that encourages student participation and success. Responsibilities: Develop and deliver comprehensive lectures on anatomy and physiology topics. Evaluate student performance through assessments, examinations, and feedback on coursework. Mentor and advise students. Stay current with developments in the field of anatomy and physiology and incorporate them into teaching. Participate in departmental meetings and contribute to institutional goals and objectives. Bachelor's degree in Anatomy, Physiology, or a related field. Strong knowledge of human anatomy and physiology. Demonstrated ability to engage and inspire students in a classroom setting. Excellent communication and interpersonal skills. Ability to work collaboratively with faculty and staff in a team-oriented environment.

Monmouth University is seeking applications for a Lecturer of Physics in the department of Chemistry and Physics with an anticipated start date of August 31, 2026. This position is for the 2026-2027 academic year and is a one-year initial appointment subject to subsequent multi-year reappointments without limit. Applications received by February 13, 2026, will receive full consideration. The search process will remain open until the position is filled. This is an in-person, on-campus, non-remote position. The Department of Chemistry and Physics, which offers an ACS certified degree in chemistry, includes 15 full-time faculty and two and a half support staff and serves approximately 500 undergraduate seeking degrees in chemistry, biology, and medical laboratory science. For additional information about the department, please visit: Department of Chemistry & Physics website. Additional Application Material Required: Monmouth University requires all applications and supporting documents to be submitted via the university's career portal. In addition to the application, candidates must upload the following documents. Applications will not be considered complete for review until all required documents are uploaded. Required Documents: * Resume or Curriculum Vitae * Cover Letter * Contact Information for Three (3) Professional References * Statement/Philosophy of Teaching * Statement/Philosophy of Scholarship * Unofficial Transcripts * Diversity Statement: The Diversity Statement should describe your past efforts and future plans to advance diversity, equity, and inclusion in your position at Monmouth University. Your statement should demonstrate an understanding of the barriers facing women, people of color, students, and community members with disabilities, LBGTQIA+, and other members of groups underrepresented and/or marginalized in medical/health careers, along with understanding Monmouth University's mission to meet the educational needs of our diverse student population. We recognize that some faculty candidates may not have substantial past activities in this domain. In such cases, we recommend focusing on your future plans. Optional Documents: * Up to Three Letters of Recommendation * Other: Any additional evidence the candidate wishes to include, such as teaching effectiveness and student mentoring Minimum Qualifications: * Master's degree in Physics with at least 5 years of university-level teaching experience. Preferred Qualifications: * Ph.D. in Physics. Duties and Responsibilities: * Teach 12 credits per semester of undergraduate physics lecture and laboratory courses * Actively mentor and advise students * Foster a positive and inclusive learning environment conducive to student engagement and academic success. * Develop and administer projects and exams to evaluate student learning outcomes and provide grades in a timely manner. * Maintain disciplinary currency. * Serve on School/University committees. * Other duties as assigned. Questions regarding this search should be directed to: Tsana Tongesayi at ********************* or ************ Note to Applicants: Please keep in mind that a job posted as "Open until filled" may close at any time without notice. As such, we encourage you to submit your application and all required documentation as quickly as possible to ensure consideration for the posted position. Enrichment Statement: Monmouth University values diversity and invites applications from underrepresented groups who will enrich the research, teaching and service missions of the university. Working at Monmouth University perks: * 403(b) Retirement Plan (8% employer contribution) * Medical, Dental & Vision Insurance Benefits * Employer paid Short & Long-Term Disability * Employer sponsored Life Insurance * Tuition Remission for employee & IRS dependents * Employee Assistance Program (EAP), FSA and more To view a full list of benefits, visit our benefits page at: Employee Benefits Information | Human Resources | Monmouth University Department: Chemistry & Physics Work Schedule: Varies Total Weeks Per Year 44 Expected Salary $71,500 per CBA Union: FAMCO Job Posting Close Date Open until filled

Get Set for Cumberlands! Join our team of student-focused individuals working together in order to encourage intellectual and spiritual growth, leadership and service. CURRENT STUDENT or EMPLOYEE? Please log into Workday and use the Career Tile to find and apply to jobs from our internal career sites. We are currently seeking candidates for teaching undergraduate psychology courses both on-campus in Williamsburg, KY and online. Under the direction of the Director of UC Online and Chair of Psychology, this position is responsible for teaching undergraduate Psychology courses. Job Responsibilities: Responsible for teaching introductory and advanced level psychology courses which could include but is not limited to: PSYC 234 Research Design and Statistics I PSYC 244 Research Design and Statistics II Collaborate with colleagues in the Psychology Department and throughout the university. Adapt and align course materials using departmental syllabus templates, required text(s), and other resources. Provide regular and timely feedback on student work. Maintain regular communication with students through virtual office hours and e-mail. Maintain clear, consistent records in iLearn (Blackboard) and UC One (Banner). Participate in department-wide assessments. Respond to student evaluations. Follow university policies and procedures. Job Requirements: MINIMUM QUALIFICATIONS: • Masters in Psychology or closely related field. • Student-focused teaching that addresses the needs of all learners, both traditional and nontraditional. Ongoing professional development. Strong interpersonal communication and problem-solving skills. Knowledge of and interest in diverse cultures and populations. If applying to teach online: Experience teaching psychology courses online. PREFERRED QUALIFICATIONS: PhD in Psychology or closely related field. If applying to teach online: Experience in developing online courses in psychology. Experience with a variety of pedagogical and technological educational delivery methods. Cumberlands is different by design. Our employees exemplify our motto in the pursuit of a “life-more-abundant.”

Distance Learning Associate Language Instructor will assist an ongoing requirement for live virtual Distance Learning (DL) foreign Language, Regional Expertise, and Cultural (LREC) instruction and LREC program support services. Specific duties may include, but are not limited to: Provide virtual language instruction to improve foreign language proficiency skills across the modalities of Listening, Reading, and Speaking (L/R/S) as measured by the Defense Language Proficiency Test (DLPT), ACTFL or Oral Proficiency Interview (OPI). Provide virtual instruction on regional and culture subjects, using modern communicative and blended-learning methodologies. Provide instruction based on designated POI. Develop lesson plans or other learning material, as required. Possess the ability to assess, develop a lesson plan, and deliver instruction based on student interest and levels varying from ILR 0+ - 3, Review, correct, and grade assignments, discuss and provide feedback. Maintain a positive and professional virtual learning environment, telephonic environment, chat message environment address student behavior/attendance concerns with site lead, and utilize designated materials mentioned in POI and other products approved by GOVT to support instruction. Collaborate with Site Lead, POI analyst, or Language Instructional Developer to address student and curriculum gaps. Requirements Requirements Must be a US Citizen Educated native speaker of the foreign language or a near-native foreign language capability in listening, reading, and speaking with ILR 3/3/3 or equivalent. Experience in providing various levels of foreign language instruction through a virtual environment. Understanding of the cultural, social, and political environment of the foreign language region. Experience in creating blended learning lessons and the ability to tailor existing materials to fit the customer's needs and expectations. Instructor must have access to a Windows based computer, webcam, headset with a microphone, a phone or smart tablet, and a high-speed internet connection Desired Qualifications: Experience using online platforms, such as CL-150 or Blackboard Bachelor's Degree Clearance: None. Location: Remote Travel: No travel required

Telugu Distance Learning Associate Language Instructor will assist an ongoing requirement for live virtual Distance Learning (DL) foreign Language, Regional Expertise, and Cultural (LREC) instruction and LREC program support services. Specific duties may include, but are not limited to: Provide virtual language instruction to improve foreign language proficiency skills across the modalities of Listening, Reading, and Speaking (L/R/S) as measured by the Defense Language Proficiency Test (DLPT), ACTFL or Oral Proficiency Interview (OPI). Provide virtual instruction on regional and culture subjects, using modern communicative and blended-learning methodologies. Provide instruction based on designated POI. Develop lesson plans or other learning material, as required. Possess the ability to assess, develop a lesson plan, and deliver instruction based on student interest and levels varying from ILR 0+ - 3, Review, correct, and grade assignments, discuss and provide feedback. Maintain a positive and professional virtual learning environment, telephonic environment, chat message environment address student behavior/attendance concerns with site lead, and utilize designated materials mentioned in POI and other products approved by GOVT to support instruction. Collaborate with Site Lead, POI analyst, or Language Instructional Developer to address student and curriculum gaps. Requirements Must be a US Citizen Educated native speaker of the foreign language or a near-native foreign language capability in listeining, reading, and speaking with ILR 3/3/3 or equivalent. Experience in providing various levels of foreign language instruction through a virtual environment. Understanding of the cultural, social, and political environment of the foreign language region. Experience in creating blended learning lessons and the ability to tailor existing materials to fit the customer's needs and expectations. Instructor must have access to a Windows, a computer, webcam, headset with a microphone, a phone or smart tablet, and a high-speed internet connection Desired Qualifications: Experience using online platforms, such as CL-150 or Blackboard Bachelors Degree Clearance: None. Location: Remote Travel: No travel required

PART-TIME INSTRUCTORS 14-15 HOURS / WEEK on average (can vary; see details below) COMPENSATION: Competitive and based on experience & geography (see details below) DATES: Cohort launch is on March 4th- and runs for 12 weeks. Contract also includes paid training week prior to course launch. Additional start dates also available every ~6 weeks after March 4th, and candidates may be considered for a full-time role) APPLICATIONS DUE: Applications are considered on a rolling basis, and we will reach out to you if we see an opportunity. Instructor Job Description Terra.do, an online climate change school and community, is hiring instructors to teach Climate Change: Learning for Action, a fully online, part-time, global 12-week climate “bootcamp”. All course elements, including content, assignments, structure of lab sessions, and guest lectures are fully developed/organized. Fellows (i.e. the learners) are highly skilled professionals looking to switch into climate careers or apply a climate lens to their current work. The course is designed to be highly practical, interactive, collaborative and challenging. Instructors can expect to put in 12-15 hours a week teaching and supporting a group of no more than 30 fellows. For the first cohort, this time commitment could be closer to 15-18 hours a week on average, as you will be absorbing the material for the first time. The course is repeated every ~6 weeks, and instructors, if interested, can stay on long-term teaching the same material, and potentially take on more groups in parallel (for additional compensation) or move into full-time positions. You can see the curriculum and complete our sample energy class via the course webpage. Responsibilities and expectations Instructors will support all aspects of student learning including: Helping fellows understand the materials, assisting fellows with assignments, providing feedback on assignments. Note that you do not need to build or create new content-the course content is fully developed already Responding to all questions and maintaining active presence on the fellows workspace (we use Slack to respond to all fellows questions and post content related to course material) Facilitating cross-cohort community-building Conducting discussion-based “lab groups” once a week on Zoom Coordinating and sharing learning with other instructors Keeping close track of fellows progress and individualizing support based on detailed analytics and on your knowledge about the fellows in your class Meeting 1:1 with fellows for 20-30 min “office hours” Facilitating one additional 1-hour event over the course of the course and possibly more (for additional compensation at an hourly rate) small group discussions or “deep dives” on areas of personal expertise Suggesting improvements and updates to all aspects of the course, including content, lab sessions, guest lectures, assignments, cohort interactions, community organization, etc Attending a 90-minute weekly instructors meeting, which occurs on Thursdays at 8am PT. Required skills Experience and skills with online facilitation. A master's level degree in an interdisciplinary climate/environment program; Ph.D. students and graduates strongly encouraged to apply (or be a graduate of Terra.do's Learning for Action program). Equivalent knowledge/work experience is also accepted in place of degree qualifications. We are particularly interested in candidates with experience/knowledge of climate finance, corporate sustainability, and/or nature-based solutions. We are open to applicants with all types of climate experience and expertise. We are especially interested in applicants with demonstrable deep interest, skills and/or passion for climate-related activism, technology and innovation, applied science, energy, finance, risk, adaptation, land management and corporate climate action.. Some teaching experience (e.g. TA work in a university setting or high school teaching) desired though not required. High level of comfort with quantitative aspects of simple climate modeling, statistics and basic energy analysis (we will ask for evidence of this-prior coursework or research/work experience will do. We may also test your knowledge at the interview.) We recommend reviewing our free energy class available on the Learning for Action course page. Global outlook essential, including a keen awareness of how climate-related issues vary by context and country. 1 or more years of work experience (ideally related to climate change and sustainability) is preferred though not required-internships can count towards this. A capacity to be truly accepting, caring and supportive toward all learners, irrespective of their skills or backgrounds. Flexibility in your availability (within reason) and a capacity to respond to fellows requests or posts within 24 hours (except on weekends). This also means consistent access to high-speed internet while the course is running. CompensationCompensation will be in the range of $4,000-$5,000 based on experience per 12-week cohort for US-based instructors. First time instructors also receive an additional $500 one-time payment for training and additional preparation work for the first cohort. Outside of the US, this salary range may be adjusted to align with the local cost of living and market rates. Additionally How to submit your application What to submit If you are interested in applying, please email us the following: a CV/resume a short video responding to the following prompt: A group of fellows are struggling to understand how to think about the relative importance and potency of carbon dioxide vs. methane as greenhouse gases. Your goal is to help these fellows understand this better-imagine you are presenting to the group in your video. Feel free to use 1-2 slides (or any other tools) in your presentation if you think that helps. Limit your presentation to 5 minutes at most-the shorter the better. Just focus on the big take-aways. The 2 readings we assign to fellows to make sense of this question are in this twitter thread and this article. You should feel free to use other resources if you need. Tell us-in writing or in a short video (less than 400 words writing; 2-3 minutes for the video at most)-how you might respond to this hypothetical situation: An American fellow in your group expresses dissatisfaction with how slowly developing countries are reducing their emissions. This upsets an Indian fellow in your group who angrily points out that the U.S. has put up the most cumulative greenhouse emissions and now wants to stop other countries from developing their own economies. How would you mediate this conversation and help to resolve it? Also include name, position and contact information for 1 reference. Include a link to your LinkedIn profile and/or personal website if you have one. Please do not attach large files to your email-rather, upload your videos to a Google Drive folder, Youtube, Vimeo or other such platform, and share the link with us in your email. Attaching smaller docs (pdfs or Word docs) to your email is fine, but here too you can choose to share a link to a Google or Notion doc if you prefer. Please double-check your sharing settings so we can open and view links easily. If you are already employed and intend to continue in that job, please make sure your employer allows you to take on external part-time work before you apply. Where to submit Please email your submission to *****************. APPLICATIONS NOT EMAILED OR INCOMPLETE APPLICATIONS WILL NOT BE CONSIDERED

Benefits: Competitive salary Flexible schedule Paid time off Empower Youth & Inspire Change! (Grades 5-12) Location: Your local area schools (Middle and High schools). Immediate needs in Scioto, Ross, Pickaway, Pike Madison, Allen, Auglaize, Mercer, and Van Wert counties in Ohio. Schedule: School hours with occasional training/meetings. Compensation: Salary + commission. Are you passionate about making a difference in the lives of students? Do you enjoy engaging with youth, encouraging character development, and inspiring positive choices? If so, we'd love to meet you! We're a mission-driven non-profit organization that has been partnering with schools since 2002 to deliver impactful, values-based education focused on healthy relationships, decision-making, and character development. We are currently seeking dependable, motivated Classroom Instructors to join our growing team! What You Will Do: Teach our curriculum to students in grades 5-12 in classroom settings Build relationships with school administrators and schedule classroom sessions Deliver engaging, interactive presentations that resonate with youth Travel to local middle and high schools in your surrounding area Attend 4 one-day team meetings per year and a 3-day training in August in Columbus, OH What We Are Looking For: Passion for working with teens and positively impacting your community Dependable, self-motivated, and excellent communication skills Professional appearance and strong work ethic Reliable transportation and ability to pass a background check Why Join Us? Rewarding work that makes a real difference Supportive team culture Competitive pay structure (base salary + commission) Paid training and development opportunities Join a team that's building up the next generation--one classroom at a time Compensation: $40,000.00 per year About Us Relationships Under Construction (RUC) teaches youth the blueprint for strong future families. Our program addresses character development, goal setting, how to recognize healthy and unhealthy relationships, and dating violence while exploring the issues of fatherhood, motherhood and healthy family formation. RUC teaches the importance of saving sexual activity for marriage. Consequences of sexual activity outside of marriage including STI/STDs, teen pregnancies and emotional bonding can negatively impact future relations. RUC helps teens and parents understand why avoiding these risks is so important. Program Values We believe in the integrity of youth and their ability to make healthy decisions when equipped with the right information. We believe in laying the foundation for a future that can include a healthy marriage and strong family relationships. We acknowledge behaviors have consequences, so we encourage healthy decisionmaking, individual responsibility and relationship education. We believe in the joy of sexual intimacy. We treat sexual intimacy with respect, understanding that it is best enjoyed in its perfect time and place within marriage. We believe in respect for self and others. We value life and believe in the pursuit of truth. We believe that the whole person is composed of moral, physical, emotional, intellectual, and social elements.

Trinity Lutheran Seminary at Capital University invites applicants for a tenure-track faculty position in Lutheran Theology and History. This position includes a three-quarters teaching appointment and a one-quarter appointment directing the seminary's assessment process and portfolio or the seminary's grant applications and processes. The nine-month contract will begin in August 2026. Trinity Lutheran Seminary at Capital University is one of the oldest seminaries of the ELCA (Evangelical Lutheran Church in America) and one of three ELCA seminaries embedded within a university. Trinity's mission is forming leaders for Christ's church at work in the world . The seminary boasts a long tradition of forming leaders who are both academically rigorous and grounded in practical ministry. The successful candidate will teach both introductory and advanced courses in Lutheran theology and history, including Lutheran Confessions and Reformation History. A secondary competence is highly desirable, especially in the areas of Christian education, mission, rural ministry, African American Studies, undergraduate religion classes, etc. Preference will be given to candidates who demonstrate engagement in scholarship and service that address both the academy and the needs of the church. The position also includes responsibilities in academic advising, scholarly contributions, ecclesial presentations, service at the seminary and university, and either the ongoing assessment of seminary student learning and institutional effectiveness or the ongoing directing of the seminary's grants. Teaching load is 12-14 credits annually distributed across Fall Term, January Term, and Spring Term. While the majority of the seminary curriculum is taught face-to-face, the successful candidate will be expected to teach some online, hybrid, and/or week-long intensive courses, as programmatic needs require. As Ohio's capital and most populated city, Columbus is rich in cultural diversity and the arts. Columbus serves as the center of the state's political activity, and it is home to several Fortune 500 companies. It is the fastest-growing major metropolitan area in the Midwest and the 14th largest city in the nation. Qualifications: Preferred candidate will have earned a Ph.D. or Th.D. in Lutheran Systematic Theology or Church History. Exceptional ABD candidates may be considered. Secondary competence is highly desirable. Demonstrated ability or potential for excellent seminary-level teaching. Demonstrated ability or potential to meet expectations for scholarly activity and professional development. Demonstrated ability or willingness to develop expertise in programmatic and institutional assessment or directing grants and their applications Demonstrated ability or potential to engage in ecclesial presentations (e.g., synods, congregations, camping ministries, etc.) Professional expertise in parish ministry or its equivalent is highly desired, with preference given to ELCA candidates (ELCA membership not required) Demonstrated commitment to collaborative, team-based work and to fostering a healthy, collegial, and supportive academic and work environment. Application Process: Interested candidates should send: 1) a cover letter addressing how they see themselves supporting the mission of the institution; 2) a curriculum vitae; and 3) three letters of recommendation. All requested documents can be attached using the resume drop box feature on the application. All inquiries about the above position should be directed to: Rev. Dr. Rachel Wrenn Interim Dean of Trinity Lutheran Seminary at Capital University 2199 E. Main Street, Columbus, OH 43209 *********************** Review of applications begins immediately. For full consideration all application materials should be received by February 15, 2026. Trinity Lutheran Seminary at Capital University is one of the seven seminaries of the Evangelical Lutheran Church in America (ELCA). Since January 1, 2018, Trinity has been embedded within Capital University, one of the twenty-six colleges and universities of the ELCA. Capital University is a comprehensive, private university, centered in contemporary Lutheran values, offering undergraduate, graduate, and continuing education programs in the liberal arts, sciences, and professions. The University serves a diverse student body of over 3200 students, including 2500 undergraduates and over 700 graduate students in the fields of law, nursing, business, music, education, and theology. Capital University is currently unable to sponsor employment Visas or consider candidates who will require Visa sponsorship. For more information on Capital University, visit our website at **************** For more information on Trinity Lutheran Seminary, visit our website at ************************ Capital University offers a rich benefits package that includes medical, dental, vision, retirement, family education benefits, short-term and long-term disability, life insurance and free parking. Capital University is an equal opportunity employer. Capital University does not discriminate on the basis of race, color, national or ethnic origin, sexual orientation, religion, sex, gender, age, disability, veteran status, or other characteristics protected by the law.

Otterbein University is seeking applicants for the position of tenure-track Assistant Professor in Mathematics. We seek candidates with a demonstrated commitment to undergraduate teaching and research who will contribute to the department's efforts to enhance diversity and provide an inclusive learning environment for all.Teaching load is 4 - 3. Candidate will provide high quality instruction while pursuing an active research agenda. Beyond successful teaching, the occupant of this position will have departmental and university service responsibilities. WHEN: This appointment begins in August 2026.Ph.D. in Mathematics by the time of appointment is required. Documented evidence of quality teaching, through student evaluations and/or peer review, is also required. Candidates with expertise in all areas of mathematics will be considered. Preference will be given to candidates with expertise in Combinatorics and Graph Theory. DEPARTMENT: The mathematics program at Otterbein is unique in that mathematics majors begin, in their first semester, a study of advanced calculus and abstract algebra, while simultaneously studying computational calculus. Students pursue a rigorous course of study, while also enjoying the quality instruction and individualized attention that is a hallmark of our university. The department offers undergraduate degrees in mathematics, mathematics with teaching licensure, and actuarial science. There is a university-wide mathematics requirement for graduation and, for this reason, half of the teaching schedules serve this need. For more information about the Department of Mathematics & Actuarial Science visit: ******************************* APPLICATION: To apply submit: letter of application, curriculum vitae, student evaluations, teaching philosophy statement, research statement, and three references including contact information. Otterbein prides itself on its inclusive experiential educational practices and on providing a transformational learning experience to all students. In a statement of about 250 words, describe how your faculty work would further these goals. Preference given to applicants who submit materials by December 15, 2025.OTTERBEIN UNIVERSITY: Historically progressive. That is the hallmark of Otterbein University and those connected to this private university nestled in the picturesque, historic Uptown Westerville district in central Ohio and minutes away from Columbus, Ohio's largest city. Otterbein has set the pace by providing an educational experience that is progressive, innovative, and inclusive. Students come from towns throughout Ohio, as well as many states and multiple countries, enriching the campus through their individual and collective diversity. As a university that educates students of various racial, ethnic, and cultural backgrounds, we strive for and value a diverse faculty and staff that reflects our student population and Franklin County. Otterbein has been selected as one of 23 universities across the US and the first in Ohio to host a Truth, Racial Healing and Transformation Campus Center. Otterbein will work with its own campus community as well as the Columbus City and Westerville City school districts to create positive narrative change about race; promote racial healing activities; and erase structural barriers to equity and opportunity. To learn more about Otterbein, visit ****************** WHERE: Otterbein University is located in Westerville, Ohio, a suburb of Columbus, and has received notable national designations, including two appearances on Money Magazine's Top 100 list of Americas' "Best Places to Live" and recognized as one of Forbes "America's Friendliest Towns." Westerville has a population of approximately 37,000 people and combines the beauty and convenience of a medium-sized community with the cultural, educational, and economic benefits of Columbus, the state capital, a thriving and diverse metropolitan area of 1.4 million people. Central Ohio is the fastest growing area in the state with stability provided by a diversified economy. Otterbein University's achievement of academic excellence depends on its commitment to inclusion and belonging. We welcome applications from all qualified candidates. Otterbein University is an EEO Employer.

POOLED ADJUNCTS: By applying to this pool, you are not applying for a specific position. You are submitting your application to be considered for adjunct appointments that may become available at Southern Oregon University during the posted triennium. Adjuncts are for specific temporary, part-time, limited-duration teaching positions. Positions can be one term (thirteen weeks) or multiple terms as needed. Your application will be kept on file and you will be contacted if a position becomes available that matches your educational background and experience. You can withdraw your application from the pool at any time. This pool will be refreshed triennially and you will be notified by *********** of the requirement to re-apply for continued consideration. Each applicant is encouraged to provide (preferably as attachments to the online application) the following supplemental documents: (1) a letter providing some detail of the applicant's qualifications and interest in the position; (2) a current resume/CV; and (3) an unofficial copy of all post-secondary transcripts. Optional supplemental documents may include teaching philosophy, teaching evaluations, and/or letters of recommendation. For inquiries and additional information, please contact Human Resource Services via email at *********** or call ************. _____________________ Division: School of Arts and Communication/Music Job Family Group: Faculty FLSA Status: Exempt Appointment Basis: Temporary Time Type: Part-time Benefits Eligible: No This position is designated as a critical, security-sensitive or safety-sensitive position; therefore, the incumbent must successfully complete a Criminal Background Check: Yes Remote Work Type: As determined by the position Visa Sponsorship: This employer will not sponsor applicants for visas. _____________________ Rate of Pay: Music courses: Anticipated rate of $650/ELU for non-terminally prepared adjunct instructors (term-by-term) and $750/ELU for terminally prepared adjunct instructors (term-by-term). Graduate-level courses may be paid at a higher rate. A typical 4 credit course is loaded at 4 ELU. Applied Music Lessons: Individual lessons, studio and jury participation are loaded (ELU) and are paid at a rate based on $60 per hour Full-Time-Equivalency: Typically, less than 7.5 ELU, but up to 15 ELU per term or 45 ELU per year for 1.0 full-time equivalence POSITION DESCRIPTION: Individuals appointed from this pool will have the primary responsibility to teach courses within Music including Applied Music Lessons. Music Department - General Studies: The Music Department at Southern Oregon University develops students' creative and technical abilities in ways to prepare them to perform, teach, create, and support music making in their communities throughout the world. We support music as a part of a liberal arts education at Southern Oregon University by fostering the joy and discipline of learning, encouraging the exploration of diverse cultures, developing the ability to collaborate, and by preparing students to make music a meaningful part of their lives. Music offers music majors and minors an integrated curriculum designed to teach the varied skills necessary for a professional career in music and to develop the student's understanding and appreciation for the art of music. Applicants should have a terminal degree in music but a master's degree would be considered depending upon experience. Willingness and ability to teach using online methods is very desirable. In your cover letter, please address your area(s) of expertise. Music Department - Applied: Music provides individual instruction by nationally and internationally renowned artists in the areas of woodwinds, upper and lower brass, percussion, piano/keyboard, guitar (pop and classical) and voice (classical and musical theatre/pop). Applied instruction is designed to enable highly motivated students with diverse musical backgrounds to become skilled musicians capable of making artistic musical contributions to society as performers, educators, composers, music-business professionals, and active supporters and appreciators of music. All instructors are expected to participate in a one-time jury session each Fall and Spring terms. Vocal instructors may be expected to participate in weekly studio sessions. A terminal degree is preferred however depending upon experience and expertise a master's degree is acceptable. In your cover letter, please address your area of expertise. Minimum Qualifications: Most positions are anticipated to be hired at the adjunct instructor level. Adjunct Instructor (term-by-term): Initial appointment at the rank of Instructor requires a Master's or terminal degree in the discipline taught or a related field; OR a Bachelor's degree in the discipline taught, or a related field, plus equivalency of Master's degree in years of professional experience in the field. Demonstrated teaching potential. Familiarity with the appropriate equipment as required for the discipline. Adjunct Assistant Professor: Initial appointment at the rank of Adjunct Assistant Professor requires a terminal degree in the discipline taught or a related field; OR a Master's degree in the discipline taught, or a related field, and is in the process of completing the appropriate terminal degree. Demonstrated teaching potential. Familiarity with the appropriate equipment as required for the discipline. Preferred Qualifications Adjunct Instructor (term-by-term): Master's degree in the discipline taught, or a related field. Demonstrated potential for excellence in teaching and active participation in the life of the institution. Commitment to student learning, retention, support, and assessment are critical. Adjunct Assistant Professor: Demonstrated potential for excellence in teaching, development of a record of scholarship, and active participation in the life of the institution and profession. Work experience that equates to one-academic year of full-time college teaching, or one-academic year of the combination of part-time teaching experience while a graduate student. Professional experience in the field related to teaching assignment, particularly if working with more advanced students. Duties (100%) The primary responsibility of a faculty member is teaching. Teaching encompasses normal instructional activities beyond the teaching of assigned courses such as academic advising, working with students outside of class, posting and maintaining appropriate office hours, course and curriculum planning, etc. Efforts associated with teaching may include, but are not limited to: preparation; direct instruction; assessment; student contact outside of class (office hours, appointments, email); presenting complex concepts to a group of diverse learners; listening; understanding and responding to student questions in real-time/in a classroom environment; and applying critical judgment to student work, both written and verbal delivery of information. Efforts associated with lab/workshop may include: providing students with practical experience using instrumentation and equipment in a way that enables student learning and ensures safety; simultaneously monitoring and managing multiple students individually and in groups; demonstrating and executing complex procedures; and using complex instrumentation and hazardous materials. Incumbents appointed to multiple terms of teaching may require professional development and service. Professional Development includes maintaining currency in the discipline taught. Service includes program and institutional administrative, committee, and student support and retention activities. In addition to teaching and service, the primary responsibilities at the professorial level include participation in scholarly and/or creative activities, including mentoring student research projects, often related to the successful candidate's research program. Physical Characteristics Activities may involve standing, sitting, working at a computer, and lecturing. Special Conditions Teaching assignments may include First Year Seminar, online and/or hybrid courses, Medford and Ashland campus classes, and day, evening and weekend courses. Must be willing to travel and attend training programs off-site for occasional professional development. Must be able to work additional hours and adjust working hours to meet special jobs. May be called back periodically to perform work as needed on an emergency basis. Must be able to successfully pass a pre-employment background check. Under the provisions of the Fair Labor Standards Act (FLSA), this position classification is defined as exempt and is not subject to overtime regulations. The person holding this position is considered a “mandated reporter” under the Oregon Revised Statutes and is required to comply with the requirements set forth by the Oregon Department of Human Services. This position is intended not to be benefits eligible. Should employment conditions warrant eligibility, the incumbent will be notified by the HR Benefits Officer. For additional information, please visit **************************************** or call **************. Conditions of Employment: Workload expectations are outlined in the APSOU CBA, Article 19. Teaching assignments may include First Year Seminar, online and/or hybrid courses, Medford and Ashland campus classes, and day, evening, and weekend courses. Compensation: Any formally approved and authorized salary change shall automatically amend this contract. _________________________ SOU is an equal access AA/EOE committed to achieving a diverse and inclusive workforce In compliance with the Americans with Disabilities Act (ADA), Southern Oregon University will provide, if requested, reasonable accommodation to applicants in need of accommodation in order to provide access to the application, interviewing, and selection process. You are not required to note the presence of a disability on this application. If, however, you require a reasonable accommodation in the application and/or interview process due to disability, requests must be made in a timely manner to Human Resources. Diversity Statement: Southern Oregon University is a welcoming community committed to inclusive excellence and the celebration of diversity. Without diversity, our educational process is diminished. Working together in support of our commitment to diversity, we strengthen and enrich our role as learners, educators and members of a tightly connected global community. We encourage those who share in our commitment to diversity, to join our community and we expect all our employees to demonstrate an ability and desire to create an inclusive campus community. SOU Land Acknowledgement We want to take this moment to acknowledge that Southern Oregon University is located within the ancestral homelands of the Shasta, Takelma, and Latgawa peoples who lived here since time immemorial. These Tribes were displaced during rapid Euro-American colonization, the Gold Rush, and armed conflict between 1851 and 1856. In the 1850s, discovery of gold and settlement brought thousands of Euro-Americans to their lands, leading to warfare, epidemics, starvation, and villages being burned. In 1853 the first of several treaties were signed, confederating these Tribes and others together - who would then be referred to as the Rogue River Tribe. These treaties ceded most of their homelands to the United States, and in return they were guaranteed a permanent homeland reserved for them. At the end of the Rogue River Wars in 1856, these Tribes and many other Tribes from western Oregon were removed to the Siletz Reservation and the Grand Ronde Reservation. Today, the Confederated Tribes of Grand Ronde Community of Oregon (*************************** and the Confederated Tribes of Siletz Indians (************************* are living descendants of the Takelma, Shasta, and Latgawa peoples of this area. We [you may say I or the name of a program/department] encourage YOU to learn about the land you reside on, and to join us in advocating for the inherent sovereignty of Indigenous people. Notice to Prospective Employees Section 485 of the Higher Education Act, and The Federal Crime Awareness and Campus Security Act of 1990 (now referred to as the “Clery Act”), require that prospective employees be notified of the availability of SOU's Annual Security and Fire Safety Report. The report provides the annual statistics and campus policies for the reporting of and responding to campus crimes and fires; access to campus facilities; conduct code and campus policies on the use, possession, and sale of drugs/alcohol; and educational/information programs to inform the campus community about campus security procedures and crime prevention. An electronic copy of the Annual Security Report (ASR)can be accessed at the following link: ************************************************ A physical copy of the ASR is available at no charge upon request. To request a copy please visit the Campus Public Safety Office at 382 Wightman Street, Ashland OR 97520. For more information call ************, or email ************************.

Return to Careers Division/Department Academic Affairs Reports to Vice President for Academic Affairs Type Full-Time Wilberforce University is a small, Liberal Arts University with an Entrepreneurial focus, and a legacy of being the nation's first private HBCU. Faculty are expected to fulfill the mission and core values of the university with dedication, compliance with all university and academic area policies, an entrepreneurial spirit, and a commitment to the success of the students and the university. Broad responsibilities include teaching, research and grant writing, and service to the community. Demonstrate instructional proficiency teaching face-to-face. The following dates apply to the respective semester: the Spring 2026 start date would be January 5, 2026 and the Fall 2026 start date would be August 3, 2026. Essential Duties & Responsibilities * Primary teaching responsibilities include both lower and upper-level mathematics courses. * Advise and mentor undergraduate Mathematical Science majors and current students. * Engage in and maintain active scholarly research activities. * Establish an externally funded research program. * Serve on departmental and university committees and engage in other forms of service to the university and academic community. Required Knowledge, Skills and Abilities * Candidates must have a Ph.D. in Mathematics, or a related discipline (from a regionally accredited or equivalent institution) and show outstanding promise in scholarship, research, or creative activity. * Candidates with ABDs considered but must have a conferred Ph.D. by August 1, 2024. Minimum Qualifications * Prior Teaching Experience at a U.S. college or university or equivalent institution. * Must be available to teach on campus courses. Required Documents to Submit with Online Application: * Cover Letter/Letter of Application * Curriculum Vitae including all post-doctoral and/or professional employment; published and/or peer-reviewed articles; and authored, funded research proposals, with funded amount and funding agency * Unofficial Transcripts (Official transcripts from all institutions attended must be received prior to offer.) * Statement of Teaching Philosophy All applications and required documents must be submitted to ******************************. A complete packet must be submitted for full consideration. Wilberforce University is an equal opportunity employer and is committed to fostering an inclusive and diverse community. All candidates must be legally authorized to work in the United States at the time of hire. The University does not sponsor or take over sponsorship of employment visas for this position. Wilberforce University Founded in 1856, Wilberforce University is America's first private, coeducational University established to educated men and women of African descent; and is closely affiliated with the African Methodist Episcopal Church. Today, Wilberforce is a well-respected private, residential liberal arts university with a clear mission, core values and vision for the future and is a noted pioneer in the Co-Operative Education Movement. Wilberforce awards the Bachelor of Arts and Bachelor of Science degrees in the areas of business, engineering and computing science, humanities, natural sciences, and social sciences; as well as the Master of Rehabilitation Counseling degree. The University is located in Wilberforce, Ohio, a community readily accessible to the Dayton, Cincinnati and Columbus metropolitan centers' social, professional and cultural amenities and airports. Wilberforce University is an Equal Opportunity Employer How to Apply: To apply for the Assistant Professor of Mathematics position, use the "Quick Apply/Submit Resume" button below to submit your information, cover letter and resume to the Wilberforce University Department of Administration and Human Resources.