Science Adjunct Faculty

National Louis University•Chicago, IL

1d•Onsite

About The Position

National Louis University’s Undergraduate College (UGC) is currently seeking Science Adjunct Instructors to join our distinguished team of dedicated instructors for our upcoming 2026 Terms. Adjunct faculty will be teaching undergraduate courses like: Physical Science, Biology, Anatomy & Physiology I and 2, Environmental Biology. This position requires on-site teaching at the Chicago campus for daytime (between 9am and 4pm) courses. NLU's Undergraduate College is a team of dedicated educators working together to build an amazing program that supports first-generation students with a focus on the holistic student. We work fearlessly to educate and retain our students, exceeding national benchmarks through our approach to holistic coaching and data-driven, personalized instruction. Our educational model is student-focused, expects excellence, provides personalized support in a data-driven environment, while grounded by pillars of continuous improvement and innovation to structure our work.

Requirements

Master’s degree or higher in Physical Science, Biology, Anatomy, Physiology, and Environmental Biology
Experience with digital tools for teaching, teaching in either online or blended/hybrid format.
Teaching to students of diverse backgrounds and abilities strongly preferred.
Passionate about working with a highly diverse student body.
Excellent facilitation and classroom management skills.
Agile and creative in pedagogy and student support. Prepared, yet flexible. Empathetic, yet structured.
Ability to differentiate instruction and support based on student needs.
Ability to consistently connect instruction to its real-world relevance, tying in concepts and theories in the classroom to students’ current and future work experiences and highlighting immediate applicability.
Willing to pursue and support students in multiple modalities.
Technology proficient, including experience with digital tools for teaching, and teaching in either online or blended/hybrid formats.
Willing and able to use data to inform instruction.
Effective adult collaboration skills, able to work in teams to support student success.
Experience using a learning management system.
Excellent oral and written communication skills.
Experienced educators who EXPECT and DESIRE to grow pedagogically.

Nice To Haves

Earned Doctorate degree is preferred.
Spanish-English bilingual or experience teaching English Language Learners, a plus

Responsibilities

Demonstrate excellence in teaching: Collaborate with faculty team to develop an effective student experience for students. Facilitate courses by delivering engaging instruction in a blended, flipped classroom environment. Empower students to develop competency by sharing a passion for the subject and skills being taught. Utilize technology-based teaching platforms, including but not limited to an adaptive courseware engine to aid students in the development of competencies. Communicate professionally and relate well.
Demonstrate, maintain, and continuously strengthen content expertise: Maintain current and active content knowledge in the expertise area that is reflected in instruction. Possess appropriate expertise as demonstrated by appropriate credentials. Maintain current knowledge of field.
Promote student success with a proactive, high expectations, high support approach: Demonstrate and share a passion for postsecondary success for diverse learners and for teaching. Demonstrate flexibility in delivery and work schedule to provide personalized student support (includes but is not limited to office hours). Identify gaps between student needs and existing resources and services; generate creative resolutions. On-campus presence on days when not teaching.
Engage in data-driven instruction and student support planning: Track student course data weekly in multiple university data systems as needed. Engage in regular data-driven planning meetings with faculty, coaches and support specialists to report student progress and obstacles and to plan student support interventions. Engage in regular content area team meetings with peer faculty to review curriculum plans, determine implications of student data, and plan curriculum revisions. Participate in continuous improvement of UGC curriculum. Actively document and share suggestions for curriculum revision with content area led faculty to support ongoing revision/enhancement of UGC curriculum.
Commit to continuous improvement of self and colleagues (i.e., professional development): Create, attend and actively participate in training opportunities provided in online and in-person settings. Contribute to a learning culture by participating on committees, supporting local campus events such as orientation and graduation, and participating in various other workshops and meetings.