Adjunct Faculty- Electrical Engineering

San Francisco Bay University•Fremont, CA

1d•Onsite

About The Position

About San Francisco Bay University: Have you ever wondered why higher education feels stuck? Or thought, what if we could rebuild it from the ground up? Imagine a university where disciplines don’t dictate the subjects, where learning is transdisciplinary, open-ended, flexible, and deeply connected to real-world needs. A place where we learn across disciplinary boundaries, work through skills that matter, and turn critical ideas into real action. If you’ve ever dreamed of tearing up the rulebook, of rethinking education in bold, creative, and disruptive ways, you might belong here. San Francisco Bay University is embarking on a bold experiment in higher education, and we’re looking for the people who will make it real. San Francisco Bay University (SFBU), an innovative, nonprofit, WASC-accredited, university situated in the heart of Silicon Valley in Fremont, California, seeks a forward thinking and experienced Professor of Mathematics and General Education to deliver courses for our Agility Praxis Pathway (APP) Core Curriculum and within the department of Electrical and Computer Engineering. SFBU’s mission is to offer inclusive, innovative, and inspirational education for lifelong careers and our vision is to set the standard as a national model of higher education in service of the common good. At SFBU, students come first. We prioritize students’ needs by fostering multiple meaningful relationships and personal engagement among students, faculty, mentors, industry leaders and staff. We are committed to providing affordable, high-quality education with a deep commitment to diversity, equity, inclusion, and social justice. Infused with the principles of Universal Design for Learning (UDL) and a commitment to all students at the center of the learning conversation, our model is a response to the evolving, multifaceted needs of students, employers, and the broader global challenges at hand. As such, this model is designed to foster agility to not only adaptively navigate but flourish amidst change, honor praxis - bridging the rich traditions of academic inquiry with the imperative of pragmatic creativity, and offer flexible, clear pathways to make progress toward goals and respond to new opportunities. Here’s how it unfolds in our academic environment: Think At the onset, the "Think" stage immerses students in a rich curation of texts and multimodal resources, broadening perspectives and sparking curiosity about the subjects at hand. This phase introduces students to a wide range of materials—from guest speaker insights to flipped classroom videos, and diverse reading assignments—designed to stoke vibrant discussions and healthy debate. It emphasizes increasing intellectual friction while decreasing social friction, fostering an environment where visible thinking routines and self-inquiry flourish. This foundational step ensures students are not just passive recipients of information but active participants in their learning journey. Do The "Do" phase emphasizes the deliberate practice of the skills, mindsets, and behaviors pivotal to the course's goals and student learning outcomes. Academic disciplines act as lenses through which students engage with content, allowing them to apply domain-specific skills consistently. It is about learning by doing, where knowledge meets practice in a dynamic interplay. Whether it's through sustained, reflective writing exercises, hands-on experiments, communication protocols, or iterative design processes, this stage is about deep engagement with the material and the cultivation of practical skills. By encouraging students to apply what they learn in real-time, we bridge the gap between theoretical knowledge and practical application. Create The "Create" stage empowers students to synthesize their learning and skills into tangible outputs. Building on their acquired knowledge and practiced abilities, students craft projects, artifacts, written works, and presentations that demonstrate their progress and mastery of course outcomes. This creative application not only serves as evidence of their learning journey but also as a portfolio showcasing evidence of developing skills and their readiness to tackle real-world challenges. We commit to preparing students not only for academic success but for a lifetime of intellectual exploration, professional achievement, and creative contribution. This approach embodies our vision of the education paradigm we need – one that is responsive, experiential, and forward-looking. We encourage candidates to learn more about SFBU’s Agility Praxis Pathway Core Curriculum by visiting: https://www.sfbu.edu/learning-teaching/sfbu-core-curriculum . Position Overview: San Francisco Bay University (Fremont, CA) is establishing a pool of qualified Adjunct Instructors to teach undergraduate and graduate courses in Electrical Engineering. Adjunct Instructors are responsible for delivering high-quality instruction and fostering an inclusive, student-centered learning environment. Faculty are expected to utilize effective instructional strategies that go beyond traditional lecture formats. The Center for Empowerment and Pedagogical Innovation (CEPI) provides institutional support and professional development resources to assist faculty in implementing high-impact, engaged teaching practices. Please note: Visa sponsorship is not available for this position.

Requirements

Ph.D. or D.Eng. in Electrical and Computer Engineering, or closely related fields.
Demonstrated excellence in teaching and curriculum development.
Strong communication skills and a commitment to inclusive education.
Authorized to work in the U.S.

Nice To Haves

Experience in industry roles including Hardware Engineering, Chip Design and Verification, and Embedded Systems Engineering.
Experience teaching in diverse, student-centered environments.
Evidence of mentoring and student support.

Responsibilities

Teach Electrical Engineering courses (on-campus in Fremont, CA). You can find the list of Electrical Engineering courses and their description in our Catalog ( www.sfbu.edu )
Deliver inclusive, student-centered instruction using active learning, Universal Design for Learning (UDL), and diverse pedagogical strategies.
Maintain updated Canvas course sites and communicate consistently through tools like Zoom and MySFBU.
Provide timely grading, feedback, and academic support, including regular office hours.
Recommend innovative learning materials and update course content aligned with SFBU’s mission and CEPI’s priorities.
Contribute to course- and program-level learning outcome assessments and continuous improvement initiatives.
Maintain accurate course records and submit grades on time.
Comply with university policies, accreditation standards, and applicable laws.
Participate in university committees, meetings, and collaborative projects with program chairs and colleagues.
Engage with SFBU’s Center for Empowerment and Pedagogical Innovation (CEPI) through workshops and teaching development.
Stay current in academic disciplines and represent SFBU through outreach and community engagement.
Teach Electrical Engineering (on-campus in Fremont, CA).
On an as needed basis, redesign and develop course materials, pedagogical strategies, and assessments in alignment with SFBU’s teaching vision, emphasizing personalized, experiential, relational, and student-centered learning.
Actively participate in CEPI-led faculty development workshops, training, and learning communities, and apply insights to enhance teaching effectiveness and classroom impact.
Deliver course content in Embedded Engineering, Digital Design, Computer Architecture or foundational Electrical Engineering areas.
Refine curriculum aligned with current industry trends, including the integration of emerging technologies.
Foster a supportive, engaging, and inclusive classroom environment.
Advise and mentor students on academic and career growth.
Participate in curriculum review, program assessment, and accreditation efforts.
Serve on academic and institutional committees, as needed.
Remain current with developments in pedagogy and computing through ongoing professional development.