Teaching Professor & Writing Course Director

Teaching Professor & Writing Course Director . Workplace: on_site . Founded by the Sisters of Charity of New York, the University of Mount Saint Vincent is an academically excellent, authentically inclusive, Catholic and ecumenical liberal arts university. The University combines a strong core curriculum with a full array of majors in the liberal arts and, within the tradition of liberal education, selected professional fields of study.

At Mount Saint Vincent, a student’s education extends beyond knowledge, skills, and preparation for work. We seek the development of the whole person. In the spirit of Vincent de Paul and Elizabeth Ann Seton, we foster an understanding of our common humanity, a commitment to human dignity, and a full appreciation of our obligations to each other. Program Description Sponsored by Title III, the Teaching Professor in English and Writing Course Director is a 12-month position who reports to Academic Affairs within the School of Humanities, Communication & Art/Department of English.

Responsibilities

Supports student success by teaching 15-18 credits per year of first-year composition (English 110 and 120) using evidence-based, student-centered pedagogy 15 credits during academic year and 3 credits during winter or summer Responsibilities include providing up-to-date syllabi, communicating clear expectations, maintaining regular on-campus office hours, creating welcoming and inclusive classrooms that emphasize active participation and support first-generation learners Recruits, trains, and supervises student leaders serving as Supplemental Instructors for ENG 110 (ENG 120 if available) Collaborates with the Center for Specialized Academic Support Services Works with English faculty to develop custom course books for ENG 110 Participates in learning communities and professional development to strengthen active-learning and inclusive teaching practices. Success metrics include course completion and pass rates in English 110/120 (with attention to Pell-eligible students), indicators of student engagement, course evaluations, and documented collaboration with academic support services to connect students to Supplemental Instruction. . Master’s degree in the subject area; doctorate or terminal degree preferred Demonstrated enthusiasm for undergraduate teaching. Familiarity with contemporary active-learning strategies.

Strong student-centered teaching philosophy aligned with the University’s mission. Excellent interpersonal, written, and presentation skills.