Accounting Instructor; Reedley College Part-Time Faculty Pool

Overview

Posting Details

Announcement Information

Posting Number

Title:

Accounting Instructor (Reedley College) Part-Time Faculty Pool

Campus

Location:

Reedley College

Start Date:

To be determined.

The ideal candidate will share Reedley College’s commitment to educating its racially and socioeconomically diverse student population. As of fall 2017, we currently enroll over 10,000 students of which 71% are Latinx, 1% are Filipino, 3% are Asian, 2% are African American, 19% are White, and 2% are multiracial. RC is a Hispanic-Serving Institution, reflecting the great responsibility that the College has to the educational attainment and economic well-being of the surrounding community.

The successful candidate will join a department dedicated to the use of curriculum responsive to the students it serves.

Providing instruction in Accounting in a variety of instructional settings and times, including evening and/or weekends, online or off-campus and large group instruction classes as needed, the instructor will be responsible for:

• Maintaining standards of professional conduct and ethics appropriate to the professional position and currency in teaching Accounting;
• Teaching Financial Accounting, Managerial Accounting, Computerized Accounting, Applied Accounting and Work Experience in Accounting;
• Using a variety of pedagogies and integrating a wide range of instructional delivery systems including innovative and creative uses of technology for face-to-face, online, and/or hybrid formats;
• Communicating effectively with students;
• Using effective teaching methods appropriate to the subject matter, adherence to institutionally approved curriculum course outlines of record;
• Evaluating student progress through tests and examinations, written assignments, oral responses, etc. in keeping with course objectives;
• Providing course syllabi to students;
• Maintaining classroom records in accordance with District Policy;
• Turning in all required student grading and evaluation reports in a timely manner; and
• Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122.

• Master’s in accountancy or business administration with accounting concentration;
• OR
• Bachelor’s in business with accounting emphasis or business administration with accounting emphasis or economics with an accounting emphasis AND master’s in business, business administration, business education, economics, taxation, finance or the equivalent;
• OR
• A valid California Community College credential;
• OR
• The equivalent education and/or experience (requires an equivalency).

All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom.

(

NOTE:

A bachelor’s degree in accountancy or business administration with accounting concentration, with a CPA license is an alternative qualification for this discipline.)

• Broad based academic preparation in Accounting;
• Professional competency as evidenced by successful work experience and college teaching experience in Accounting;
• Enthusiasm for teaching and assisting students to succeed;
• Related work and professional experience;
• Experience in computer assisted instruction and other instructional technologies;
• Ability to communicate effectively (oral and written) and maintain effective working relationships with students, faculty, staff, and administration;
• Ability to develop new and current curriculum and focus on student learning outcomes to improve student learning;
• Experience working with students of various cultural and socioeconomic backgrounds;
• Recent experience working with African American, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusions of these groups in higher education shape patterns of participation and outcomes;
• Willingness to examine and remediate one’s instructional,…