Anthropology - Non Tenure Track Vacancy Pool

Internal•Bellingham, WA

20h

About The Position

The Department of Anthropology maintains a vacancy pool of qualified persons interested in temporary teaching positions. In anticipation of possible openings throughout the academic year and summer sessions, applications are accepted continuously for temporary non-tenure track teaching positions on a part-time basis with occasional opportunities for temporary, full-time appointments. Positions may become available at any time and are typically filled on a quarterly basis. This position is limited term (non-tenure track) at the rank of Instructor for the duration of the quarter(s) specified. Typically limited-term appointments are for lower division (introductory) courses in the four subfields of anthropology. There is no expectation of continued employment. The Department, the College, and the University value teaching and the candidate is expected to be an exemplary teacher; to be current in the discipline; to engage students actively in their own learning, including discussion, writing, and analysis; and to maintain high standards regarding course content. The candidate is expected to provide students with feedback on their course work and examinations, and to be available to students through regularly scheduled office hours in keeping with department policy. It is required to have the students evaluate the course(s) using the standard University evaluation forms and to make those evaluations available to the department chair and faculty for annual review. The candidate is invited to participate in scholarly and/or creative activity. This is not required for limited-term employment, although it is recognized that it can contribute to the quality of instruction. The candidate is also invited to participate in department activities.

Requirements

MA/MS in anthropology or other relevant discipline
Evidence of Teaching Effectiveness in anthropology
Demonstrated ability and commitment to cultivating learning environments that are equitable and inclusive of students with diverse social identities and backgrounds