Lake Tahoe Community College

Lake Tahoe Community College (LTCC) announces an opportunity to work as a full-time, tenure-track English faculty member.

The English Department at LTCC consistently serves more than 100 full-time equivalent students (FTES) and is central to all students pursuing a degree at LTCC. The department offers courses online, face-to-face, and in the Incarcerated Student Program. The successful candidate will be expected to be qualified and willing to teach in each of these modalities. Many of the English department courses are required for students working toward their general education requirements to transfer to a four-year institution.

In response to overwhelming evidence that traditional remedial education sequences did not adequately ensure students achieved success in gateway Math and English courses, in 2017 the California Legislature unanimously approved AB 705. Under the new law, which took effect on January 1, 2018, community colleges must maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one year timeframe. It also requires that colleges use, in the placement of students into English and math courses, one or more of the following: high school coursework, high school grades, and high school grade point average. The successful candidate will enhance the college’s effort to ensure student complete transfer-level English in their first year of attendance.

ENG 101: Reading and Composition, the gateway English course required for transfer and as a prerequisite or advisory for many courses at LTCC; therefore, the college requires stable staffing to be able to offer the necessary number of sections our students need. ENG 101 is offered as a stand-alone course and, in response to AB 705 and aligned with research showing that co-requisite courses provide the best foundation for certain students to succeed at the transfer-level, is often paired with an optional co-requisite (ENG 159) that students can select and that is designed to support their success. The successful candidate will be expected to teach ENG 101, ENG 159, and other core English courses targeted at transfer seeking students in addition to major specific courses.

It is the mission of the Lake Tahoe Community College English department to serve foundational skills, degree seeking, transfer, and community students with an extensive curriculum in writing and critical thinking, creative writing, and literature. The program is dedicated to helping students become independent, life-long learners and to fostering the values of rigorous investigation, open-mindedness, collaboration, self-understanding, and respect for knowledge.

This position is based on a 177-day contract for fall, winter, and spring quarters. The work calendar may need to be adjusted as the position and programs grow and change.

APPLICATION PROCESS:

After reviewing applications, those applicants judged most suitable for the position will be invited to initial interviews. These applicants will be notified by phone on or about Wednesday, March 3, 2021. First-round interviews are tentatively scheduled for March 18 and 19, 2021. Meeting the minimum requirements does not guarantee an interview. 

LTCC reserves the right to reopen the position or extend the deadline if an adequate applicant pool is not received.

COMPENSATION:

LTCC offers a competitive compensation package that includes a starting placement salary of $54,869 to $80,099 annually dependent upon education and experience, see the faculty salary schedule for further information regarding education and salary placement. Health and Welfare benefits include medical, dental, vision, life insurance, and long term disability.

The English discipline is part of the Arts, Language, and Humanities Meta Major of the Guided Pathways initiative at LTCC. This faculty position will support and expand student experience elements of the District's goals for 2020-2021. This includes improving the student experience through participation in the California Guided Pathways Project Cohort. 

• Teach assigned courses in English. Courses may vary by modality: online, face-to-face, enhanced virtual education (EVE), and correspondence (ISP). There is a requirement of some course load to be face-to-face teaching.
• Participate in full-time faculty responsibilities including faculty and departmental meetings, departmental planning, community liaison, curriculum development, and committee assignments.
• Develop, maintain, and assess student learning outcomes for appropriate courses; participate in and potentially oversee the use of assessments for ongoing improvement.
• Provide feedback on departmental budget and class schedules.
• Select textbooks and work with lending library and Open Education Resources to address textbook affordability.
• Assist with the selection and coordination of adjunct faculty in the department as needed.
• Consult with appropriate college faculty and participate in college governance and decision-making as appropriate to the faculty role.

REQUIRED:

English

• Master's in English, literature, comparative literature, or comparative literature, or composition

OR

• Bachelor's in any of the above and Master's in linguistics, TESL, speech, education with a specialization in reading, creative writing, or journalism

OR

• the equivalent.

NOTE:  Applicants who claim equivalent qualifications shall provide conclusive evidence that they possess qualifications that are at least equivalent to those required by the minimum qualifications of the area for which they are applying.  It is the responsibility of the applicant to supply all evidence and documentation for the claim of equivalency at the time of application.

• Demonstrated ability to teach English courses at the community college level.
• Demonstrated ability to perform all of the responsibilities listed above.
• Demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students.

PREFERRED:

• Ability to utilize innovative teaching practices, including participatory and critical thinking methodologies.
• Familiarity with characteristics of community college students.
• Understanding of small college environment.
• Interest in and ability to incorporate technology in the teaching/learning process.
• Ability to work independently.
• Ability to teach in another discipline.