Social Work Adjunct Faculty

National Louis University•Chicago, IL

3d•Hybrid

About The Position

National Louis University’s Undergraduate College (UGC) is currently seeking Adjunct Faculty who specialize in Social Work to join our distinguished team of dedicated instructors for our remaining 2026 Terms. Adjunct faculty will be teaching undergraduate courses like: BSW Core Curriculum Introduction to Social Work and Social Justice Human Behavior in the Social Environment I & II Cultural Diversity and Social Justice Social Work Practice I: Individuals and Families Social Work Practice II: Groups Social Work Practice III: Organizations and Communities Introduction to Social Work Research Social Policy and Advocacy Practice Practicum Education and Seminar I, II & III Practicum Education Supervision Trauma Informed Practices Concentration Trauma Prevention, Intervention and Recovery Practices Gender-based and Intimate Violence Crisis Response Social Justice Perspectives on Trauma and Resilience Child Welfare Concentration Fundamentals for Safeguarding Children Child Welfare Systems and Services Child Protection Practices Seminar

Requirements

Master’s degree in Social Work or related field
Minimum of three years of full-time professional experience in social work.
Minimum of 2 years of experience in clinical, supervisory or leadership roles (for Practicum Education courses and Supervision)

Nice To Haves

Current LCSW credential.
Illinois Certified Domestic Violence Professional - ICDVP (For Trauma Concentration courses)
Illinois Department of Human Services – CANS, CWEL and CERAP certification (For Child Welfare Concentration courses)
Experience with digital tools for teaching, teaching in either online or blended/hybrid formats
Teaching to students of diverse backgrounds and abilities strongly preferred.
Spanish-English bilingual or experience teaching English Language Learners a plus
Passion for 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.

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.
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 lead 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.