Psychology Faculty

This is a 9 month faculty position.
The primary role of a faculty member is to focus on academic excellence, student success, and encourage lifelong learning. This is accomplished through working collaboratively with College stakeholders to support the mission of the College.  Faculty members ensure the quality and integrity of the College’s academic programs through teaching, student learning and professional development.

Craven Community College is a comprehensive institution of higher learning which places emphasis on excellence in 
classroom instruction. Faculty members are expected to demonstrate and maintain competence in each of the 
following areas throughout their employment with the College.
 
Mastery of Subject Matter

• Demonstrate a thorough and accurate knowledge of their field or discipline
• Display an ability to interpret and evaluate the theories of their field or discipline
• Connect their subject matter with related fields
• Stay current in their subject matter through professional development, involvement in professional organizations, and attending professional meetings, conferences and workshops
• Learn and use technology to enhance teaching and the educational experience when appropriate

• Teach a course load appropriate to their field or discipline
• Plan and organize instruction in ways that maximize documented student learning
• Employ appropriate teaching and learning strategies to communicate subject matter to students
• Modify, where appropriate, instructional methods and strategies to meet diverse student needs
• Employ available instructional technology, i.e., the Internet, telecourses and interactive technology when appropriate
• Encourage the development of communication skills and higher order thinking skills through appropriate assignments
• Incorporate core competencies into curriculum
• Develop, update, and post course syllabi in a timely manner in accordance with program and divisional policies
• Provide ADA-compliant material and other accommodations to students with proper documentation

• Establish meaningful student learning outcomes for courses/programs
• Develop and explain methods that fairly measure student progress toward student learning outcomes
• Evaluate student performance fairly and consistently and return student work promptly to promote maximum learning
• Maintain accurate records of student progress and submit final grade rosters each semester according to established deadlines
• Demonstrate sensitivity to student needs and circumstances

• Teach classes as assigned in a multi-campus environment
• Maintain confidentiality of student information
• Exercise stewardship of College facilities and materials
• Respond in a timely fashion to information requests from College, division, and program administrators
• Post all final grades no later than the required date for each term as listed on the College academic calendar

• It is recommended that faculty, when scheduling allows, be available before and/or after each class for discussions with students.  Faculty are also expected to be available for scheduled appointments with students at other times.
• Adequately prepare for each class session, which may include, but is not limited to, reviewing/creating appropriate material for instructional delivery, appropriate assessments and classroom activities
• Take attendance in each class, which includes posting to Self Service for the census date, posting at least weekly after the census date and finalizing the attendance at the end of the applicable term

• Have an active presence in online and hybrid classes. This can be accomplished through regular announcements in the News forum, instructor contributions in forums and journals, scheduled chats, substantive feedback on student work, lesson summaries, and email and/or messages to individual students
• Instructors are encouraged to schedule assignment due dates to occur on weekdays to ensure they are available to answer questions in a timely manner. At a minimum, instructors should reply to student questions within 24 hours on weekdays or within 48 hours over the weekend or holidays
• Grades and returns all assignments (which include all quizzes, tests, written assignments) within 1 week for 8-week courses OR 2 weeks for 12-week and 16-week courses
• Utilizes the Moodle gradebook (or other academic department pre-approved gradebook) to post grades for students so they can easily view their progress in the course
• Use at least one form of assessment other than the online quizzes and tests that are automatically graded via Moodle’s assessment manager. Assessments may include a variety of activities or assignments that are completed in Journals, Blogs, Wikis, Assignments and Forums.  These alternative assessments provide an avenue for instructor feedback to the student and do not rely solely on automatic grading in Moodle.
• Monitor attendance in each class, which includes posting to Self Service for the census date, submitting appropriate notifications when a student is inactive in a class for a week and finalizing the attendance at the end of the applicable term

Master's degree in Psychology or a master's degree with 18 graduate hours in Psychology from a regionally accredited institution of higher learning. 

Preferred:
Candidates with qualifications in two academic areas offered at the college.

Prior teaching experience at the post-secondary level.

Knowledge

• Adult learning theory, concepts and teaching methodologies
• Curriculum design and development
• Learning-centered values and student success initiatives
• Demonstrated understanding of advising and competency-based learning
• College educational philosophy, management and administrative practices and procedures
• Knowledge of, ability to develop, and commitment to use emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.
• Southern Association of Colleges and Schools (SACS) accreditation and standards as it relates to assigned curriculum programs

• Design learning opportunities that promote student life skills development while enhancing discipline learning
• Develop and implement diverse teaching and learning strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding  
• Use consistent, timely formative and summative assessment measures to enhance learning
• Design learning opportunities that acknowledge, draw upon and are enriched by student diversity in the learning environment
• Design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences
• Proficient use of personal computers and general office software

• Commitment to stay current and continually improve knowledge and understanding of the discipline
• Establish and maintain effective working relationships with those contacted in the course of work
• Effectively communicate interpersonally (in group and one-on-one settings), verbally, and in writing
• Handle confidential information with absolute discretion
• Commitment to diversity, equity and inclusion; demonstrated ability to work effectively with a culturally diverse workforce and student population, including those with different levels of academic preparation and varying physical and learning abilities, and socioeconomic levels