| Application Deadline
||Open until filled
Lane Community College (Lane) is an Affirmative Action / Equal Opportunity / Veteran / Disabled Employer embracing equity, inclusion, and accessibility. We encourage a safe and hospitable environment for women, minority, veteran, and disabled candidates.
- Lane actively recruits veterans and those with disabilities for all positions. For accommodations and questions call Human Resources at 541-463-5586.
- Veterans, please fax, e-mail, mail, or deliver your documentation (DD214/DD215/letter of disability) to Human Resources, Attn: Dana Castro, e-mail: email@example.com, fax: 541-463-3970
- Lane ensures that all veteran documentation submitted to Human Resources will remain confidential.
ABSE, Math & Adult Education - Faculty
Our Adult Basic and Secondary Education (ABSE) department is seeking to hire two (2) faculty positions to teach Basic Skills Development, GED Preparation and College Preparation courses in mathematics and language arts / social studies / science.
- Provide all documents as requested.
- A resume may not take the place of any section of the application.
- Unofficial or official transcripts are required for this position at the time of application. See instructions below.
- Incomplete applications will not be considered.
- Lane employees must work and reside in the state of Oregon at the time their work is being performed.
- The application is used to determine the initial salary placement for selected candidates. All employment and education history will be considered.
Main Campus, Downtown Center, Cottage Grove
Anticipated Start Date:
On or about September 23, 2021
$53,161 - $74,269 per academic year (starting salary range)
Faculty positions are paid based on relevant experience and education in concurrence with Lane’s Contracted, Full-time Faculty Salary Schedule .
All employees are compensated through electronic direct deposit.
The Faculty benefits package includes a generous contribution toward medical, dental and vision insurance, life insurance, long term disability and paid sick leave.
Faculty schedule and hours determined by division, department, staff and student needs, and may fall outside of normal business working hours and days.
171 Day (Academic Year)
Annual Schedule Details:
Quicklink for Posting:
Master’s Degree in education, emphasis in math, reading and/or other basic skills; in developmental education; in special education for adults; in adult basic education; or equivalent. Must include preparation in basic skills instruction and adult and alternative learning theories.
Two (2) years of full-time applicable* teaching experience (or equivalent combination of part-time teaching experience)
- Elementary, secondary, special education, or adult education experience teaching reading, writing, or math, or basic skills at a secondary education level. Experience should be with academically under-prepared adults, limited English proficient students, or youth whose skills are below the level of high school graduates.
Conditions of Employment:
- Successful applicants are required to pass a criminal background check.
- CASAS certification and Professional development in the Oregon Adult College and Career Standards professional upon employment within one (1) year of hire.
- Training in Oregon or another state’s Adult College and Career Readiness Standards
- Coursework in curriculum development and assessment
- Recent (within 5 years) teaching adults in a community college setting
- Experience with teaching adults and/or youth with learning disabilities
- Experience working with multi-level learners
- Experience articulating to and/or coordinating with work or educational settings, community agencies, or programs related to student advancement and success.
- Experience with math level placement
- Experience with reading and writing level placement
- Experience teaching students who have a home language other than English, ESL students, and students from diverse socio-economic, cultural, ethnic backgrounds
Multicultural experience and bilingual proficiency in world languages are preferred.
A demonstrated commitment to promote and enhance the concepts of social justice and culturally competent behaviors is expected.
An equivalent combination of training and experience will be considered for meeting minimum qualifications.
Applicants are responsible to show how their personal training and experience would qualify them for the position.
The primary responsibility of the ABSE Instructor is to provide quality teaching in a mix of developmental level and GED and college preparatory courses in math, reading, and writing courses. Instructors must have a passion for what they teach and have a teaching style that supports student success. Instructors are responsible for following State, Division, Department, and College procedures in support of teaching and learning.
Contracted faculty are professional educators with the primary responsibility of providing instruction and academic student support services respectfully, equitably, and inclusively to a diverse and multicultural student population in alignment with Lane’s Vision, Mission, and Values.
This position performs all of the duties of a full-time college instructor including: instruction of college courses in classroom and online as assigned, curriculum development, course design, outcomes assessment, program review, mentoring students, professional development, participation in discipline leadership, participation in division and college business, and other professional duties as assigned.
- Provide instruction in the varied learning environments, such as in-person, online, and hybrid formats
- Incorporate current technology, appropriate software applications, appropriate pedagogies, and best practices in instructional delivery
- Maintain currency in discipline, innovation in teaching pedagogies, and instructional technologies
- Provide students with continuous, timely, and relevant feedback regarding their performance in coursework; including prompt grading of all coursework and assessments
- Confer with students on course materials, coursework, and assessments
- Mentor students
- Evaluate student achievement of clearly identified learning outcomes, consistent with core ability outcomes
- Engage students and encourage retention and persistence
Student Support Services
- Assist students from diverse backgrounds, disabilities, or other special learning situations to fulfill a wide variety of academic goals.
- Assist students in accessing various campus support services, such as
academic advising, counseling, tutoring, library services, accessible resources, et cetera
- Actively support and participate in the development and implementation of cultural competency within the division and college;
work to promote the recruitment and retention of a diverse staff and
- Engage in meaningful student evaluation of courses.
- Collaborate and partner with student support services, including academic advisors, counselors, tutors, and other student services staff to improve student engagement, persistence, and success
- Comply with College policies and procedures, including accountability for leave time, timesheet completion, release time, textbook ordering, and related functions
- Participate in faculty performance evaluation processes
- Maintain, post, and participate in teaching schedule, regular meetings, and office hours
- Maintain physical campus presence for instruction and daily needs of students, division, college, and community, as specified in the College Operations Policies and Procedures: http://www2.lanecc.edu/copps/documents/instructor-hours-campus
- Maintain requirements for student records, attendance, grades, outcomes assessment, program review, and/or other documentation
- Active participation and initiative in discipline/division leadership
- Active participation in division and college business and committees
- Timely response to all college-related written and electronic communications
- Ensure a safe, quality classroom or lab, including equipment, supplies, and inventory
- Manage sensitive information with appropriate awareness of FERPA standards; maintain confidentiality and sensitivity to the privacy needs of students.
- Demonstrate behavior consistent with the “Statement on Professional Ethics” of the American Association of University Professors
Curriculum Design, Improvements, and Planning
- Develop and revise course content and materials as needed to maintain curricular currency and consistency with learning outcomes
- Establish and review learning outcomes consistent with core ability outcomes, assess outcomes using appropriate assessment tools, and use assessment results to make improvements at a program and course level, including assessing and enhancing multicultural and diversity frameworks
- Meet accreditation requirements for student learning assessment at the course and program levels
- Incorporate college values into the curriculum and promote a respectful learning environment
- Promote and facilitate awareness in developing multicultural and diversity-based curricula
- Develop all class syllabi and course materials in an accessible form that can be delivered directly to and used by students of varied abilities
- Develop online and classroom presentation and delivery techniques that incorporate learning-centered concepts
- Create a partnership with the library, information, and academic technology resources personnel and ensure that the use of these resources are integrated into the learning process (NWCCU Standard
- Develop learning strategies and processes that will promote successful teaching
- Actively engage in professional development to incorporate emerging technologies for use with instructional delivery methods as appropriate
- Actively engage in academic program review
- Collaborate with colleagues to develop and update courses, assignments, lab exercises, testing criteria, teaching aids, and training and reference materials, as needed
- Partner with high school teachers and college staff to articulate programs and course work from regional high schools
- Provide leadership in evaluating curriculum and making changes to meet the needs of multicultural populations
Equity and Inclusion
- Demonstrate Lane’s core value of social justice by ensuring equity and inclusion skills such as respect, inclusiveness, reflecting, valuing of cultural and personal differences, are the basis of employee and student interpersonal communications and relationships, and are applied to all position responsibilities
- Duties are carried out respectfully and inclusively, regardless of age, disability, gender, gender identity or expression, social class, marital status, national origin, race, ethnicity, religion, sexual orientation, veteran’s status, nationality, age, language, origin or employment status.
- Actively assist with ADA compliance in conjunction with Human Resources and the Center for Accessible Resources departments; support appropriate access for persons with disabilities in order to
provide for the success of students and staff; mentor and role model cultural competency for persons with disabilities.
- Must demonstrate an active concern for students, staff, and the public
- Other duties as assigned
Faculty report to a division dean and perform instruction-related duties and responsibilities in a timely manner and in accordance with the mission, policies, and procedures of the college: Lane Vision, Mission, Values Work is performed with considerable independence using professional judgment.
Physical Demands/Working Environment:
This position works in varied environments. May be exposed to usual office, industry, education, and commercial working conditions that include noises, interruptions, equipment, telephones, and visitors. This position requires that an employee be able to sit or stand for extended periods of time. May perform cognitive and psychometric work for more than six (6) hours a day. Work may require transporting materials up to twenty-five (25) pounds.
Knowledge Skills and Abilities:
Knowledge Skills and Abilities
- Knowledge of and ability to support the College’s mission, vision, values, and Strategic Directions in daily work.
- Knowledge of and skill in developing competency-based curricula.
- Demonstrated ability to continually maintain individual current knowledge and skills in related business and industry, to stay informed about changes in the workplace as well as changes in the skills required of students entering the labor force, and to continually update individual skills in a wide variety of computer software applications and other high tech skills to maintain a cutting-edge profile.
- Demonstrated ability to produce accurate, effective written and verbal communication and the ability to teach these skills to students.
- Must demonstrate the ability to advocate for and teach students from diverse backgrounds, including, but not limited to, students of color, working students, bilingual students, international students, students from different cultures, older students, and students with disabilities.
- Demonstrated ability to work collaboratively and effectively as a member of a team on a variety of teaching and administrative matters.
- Knowledge of and ability to use sustainable practices in all work assignments.
- Must demonstrate an active concern for meeting the needs of students, staff, and the public.
Division Knowledge, Skills, and Abilities
Knowledge of and skill in:
- Adult learning theory; effective practices for teaching basic and secondary skills to adults and/or youth; competency based assessment systems and student performance data to meet instructional objectives; maintain and manage records.
- Apply adult learning theories, special education, and math or language arts teaching methods such as assessment to instruction, direct instruction, cooperative learning, multi-sensory instruction, and integration of prior learning into current coursework
- Work with cultural diverse classes and work with colleagues in teams which contribute to program and college goals
- Use effective interpersonal skills to work with students from culturally diverse groups
Plan instruction using Oregon Adult College and Career Readiness Standards( OACCRS) for heterogeneous and multi-level groups
- Effectively manage small and large groups as well as individuals
- Adapt to and plan for open-entry/open exit instruction
- Effectively integrate technology into a variety of learning environments
- Take a leadership role in the facilitation of transitional students to post secondary education, training or work
- Work in a team-oriented and respectful learning and working environment
- Solve problems and resolve conflict in a respectful and professional manner
- Ability to obtain certification in CASAS, Implementing CASAS, and TOPS training within 6 months of hire.
- Provide support to employees working to meet accreditation standards through evaluation and assessment of student outcomes.
- Pass criminal background check.
To be considered a candidate for this position, all of the following must be included in the application package:
- Incomplete applications will not be considered. All fields in the application must be completed, including employment dates, work hours, and detailed job duties.
- The CV/Resume may not take the place of any section in the application.
- 1. Online Application – complete in entirety and submitted online, including at least three (3) work-related references.
2. Curriculum Vitae (CV) – Comprehensive of experience, education, and accomplishments.
3. Cover Letter – Clearly detailing how you meet the qualifications for the position.
4. Transcripts – Unofficial or official transcripts are required at the time of application, see instructions below.
- 5. DD214 – Veterans, please fax, email, mail or deliver your documentation (DD214/DD215/letter of disability) to Human Resources at Lane Community College. firstname.lastname@example.org, 541-463-3970
Additional documents and letters of reference are not accepted.
- For assistance with the online application call 541-463-5586
- For position questions contact Dana; email@example.com, 541-463-5473
How to monitor your application
1. Enter firstname.lastname@example.org into your Safe Senders list. Notifications will be sent toward the end of the search process.
2. Visit your Employment Opportunities account. The main page will show your status in the search.
Positions close at 9:00 pm.
Transcripts are required. In order to be considered for the position, unofficial or official transcripts must be provided.
- Attach under “Optional Document”, fax, email, deliver or mail to:
- Lane Community College
Posting 210029 Attn: Dana Castro
Fax: (541) 463-3970
- Official transcripts are required within thirty (30) days from hire if you are the selected candidate for the position.
College and Division Information:
The Adult Basic and Secondary Education department at Lane Community College offers a suite of courses and student supports for those community members who wish to earn a high school equivalency (GED) or hone their skills in reading, writing, and math in preparation for workforce, career, and academic goals. https://www.lanecc.edu/abse
The goal of Lane Community College is to help students achieve their dreams and transform lives through learning. The faculty and staff are dedicated to helping students succeed. Lane Community College partners with businesses in the community to help shape the current and future workforce.
Lane Community College is a learning-centered community college that provides affordable, quality, lifelong educational opportunities.
Lane Community College was founded in 1964 by a vote of local citizens, and the main campus opened in 1968. The college was a successor to the Eugene Technical-Vocational School that was founded in 1938. Lane Community College has received many awards and accolades for its innovative programs and high-quality instruction. The college is a member of the League for Innovation in the Community College.
One of the advantages of working at Lane Community College is living in the area. Lane’s main campus is in Eugene, a city known for its quality of life and for being the home of the University of Oregon. Eugene is home to more than 153,000 people and neighboring Springfield has more than 57,000 residents comprising the second-largest population center in the state. Eugene and Springfield are nestled in the Willamette Valley between the Pacific Ocean and the Cascade Mountains. Some peaks in the Cascade Range can be seen from the main campus. The area’s scenic mountains, forests, rivers, lakes, and coastline offer many opportunities for outdoor adventures or for just sitting back and enjoying the view. See what’s new at Eugene, Cascades & Oregon Coast
LCC Education Association (Faculty)
Posting Supplemental Questions
Required fields are indicated with an asterisk (*).
- * Describe your career focus as it relates to teaching, scholarship and service that will contribute to the development of diversity, equal opportunity, and enhancement of student learning at Lane. (1200 characters maximum, spaces included)
(Open Ended Question)
- * Describe best practices that improve student persistence and success in community colleges. What has been your experience in utilizing these practices? (1200 characters, spaces included, maximum)
(Open Ended Question)
- * Describe several strategies you use to engage adult students in order to make them active participants in their learning. Give examples of what a typical 50 minute lesson plan might be.
(Open Ended Question)
- * Online and remote learning has necessarily dominated teaching at community colleges across the country in recent months. Describe your approach to teaching in these modalities, including how you address equity and inclusion of undeserved populations in online and remote courses.
(Open Ended Question)
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