Contract Instructor - College

Posting Details

Posting Details (Default Section)

Closing Date: Open Until Filled Yes Classification Title Contract Instructor - College Working Title Personal Growth Contract Faculty Recruitment Limits Location San Diego Miramar College Pay Information

Step C Class 1 Class 6 ($6,933.44 $8,849.03) per month based on the current AFT College Faculty Tenured-Tenure Track Faculty Salary Schedule.

Initial salary placement is commensurate with required education and related teaching experience as outlined in section A2.1 of the AFT Faculty Collective Bargaining Agreement and it is non-negotiable.

The District offers a comprehensive fringe benefit package including employer paid medical, dental, vision plans, sick leave, and opportunities for professional development. This position is FLSA Exempt and may not accrue overtime. Benefits will be provided under the terms of the AFT-Guild, Local 1931 Faculty Collective Bargaining Agreement. Annual Salaries will be recalculated for service less than a full academic year based on Education Code §87815, any required adjustment will be made within the first pay period. Travel reimbursement for interviewees traveling more than 200 miles, one-way, may be paid according to geographic location (see SDCCD Travel Stipend Policy, Rev 7/14/2011). Typically, Assistant Professors earn tenure after 4 years and promote to Associate Professor. The SDCCD Employment Web Page provides a link to employee collective bargaining agreements and handbooks, and more information about terms and conditions of employment to include salary and benefits.

Position Equivalent FTE:

1.0 FTE

Job Duration 10 months Position Number: 008173 FLSA Status Exempt (does not accrue overtime) Bargaining Unit AFT/College Faculty Range No Response Position Type Academic Department Academic Services The Position

San Diego Miramar College, a student-ready college, invites all qualified candidates to apply for the position of Personal Growth Contract Faculty. Miramar College, a leader in providing student access and success, seeks candidates who are motivated by serving students in a college community and are committed to diversity, equity, and inclusion (DEI).

We are a fast-growing and innovative college with a freshly adopted focus on diversity, equity, and inclusion as we move into a new era. Recently designated as an emerging Minority Serving Institution (MSI) the College is committed to helping students access higher education and achieve success inside and outside the classroom.

The College is located in the Mira Mesa/Scripps Ranch area of San Diego and is one of four colleges/centers in the San Diego Community College District. Our student population of 14,972 [African American (5%), American Indian or Alaskan Native (<1%), Asian (13%), Filipino (6%), Hispanic/Latina/o/e/x (31%), Multiple Ethnicities (8%), Pacific Islander (1%), White (34%), Unreported (2%)], is reflective of the diverse community we serve.

In addition to expertise in their field, San Diego Miramar College seeks applicants who possess the knowledge, skills, and abilities to support our diverse student populations. Additionally, candidates should be able to demonstrate ways they will develop tools and resources to better serve historically marginalized and minoritized populations. We strongly encourage candidates who possess the experience for the position, and who are student-centered and continue to demonstrate a commitment to diversity, equity, and inclusion (DEI) to best serve our student population.

Those who join our team at San Diego Miramar College can expect to be part of an inclusive, innovative, and equity-focused community that promotes broad collaboration among faculty, classified professionals, administration, students, and community and industry partners. We are proud of our commitment to create a socially just and responsive culture, host ethnically diverse speakers, and support various equity-focused professional development opportunities. Our college strives to ensure that students reach their full potential by eliminating gaps in academic outcomes that traditionally hinder students of color and disproportionately impacted students. In fact, the colleges commitment to diversity, equity, and inclusion is encapsulated by our newly adopted Strategic Goal #5:

Miramar College Strategic Goal #5

Diversity, Equity, and Inclusion (DEI) Build an environment that embraces diversity, equity, inclusion, anti-racism, and social justice for the benefit of the college community.

Strategic Direction 1- Systematically update college processes, programs, and practices within a comprehensive equity framework for equity-minded practices in the workplace, the classroom, and support programs/services.

Strategic Direction 2- Establish comprehensive professional development for the campus community to increase capacity around and engage in equity, diversity, inclusion, social justice, and anti-racism.

Strategic Direction 3-Systematically review, develop and incorporate equity-minded practices in: 1) culturally responsive instructional pedagogy, 2) student-centered services, and 3) recruitment, screening, and retention of employees.

Applicants can review Miramar Colleges full strategic plan on Miramar Colleges: https://sdmiramar.edu/sites/default/files/2021-07/San_Diego_Miramar_College_Fall_2020-Spring_2027_Strategic_Plan.pdf

San Diego Miramar College is accepting applications for the position of Assistant Professor of Personal Growth. The successful candidate will teach a range of courses that focus on college success, career-life planning, stress management and well-being, student development, student success in college, diversity, equity, and inclusion, and AI literacy. One of three credit colleges in the San Diego Community College District, Miramar College is an urban campus dedicated to Social Justice, Diversity, Equity, and Inclusion. Miramar College provides academic and vocational offerings to meet the needs of a diverse student population.

In addition to expertise in teaching success strategies to enhance, academic, career, and lifelong learning skills, San Diego Miramar College seeks applicants who possess the knowledge, skills, and abilities to support our diverse student populations in and outside of the classroom. Additionally, candidates should be able to demonstrate ways they will develop tools and resources to better serve historically marginalized and minoritized populations. We strongly encourage student-centered candidates to apply, especially those who demonstrate a commitment to diversity, equity, inclusion (DEI), and social justice.

The candidate selected for the position is expected to start during the fall 2026 semester (2026-2027 academic year). The teaching schedule will vary based on the finalized class schedule and student needs. While the current vacancy is at Miramar College, applicants should acknowledge that they are subject to assignment at any District facility at the option of the Chancellor. The assignment may include some combination of online, day, evening, Saturday, and/or off-campus classes. The Assistant Professor of Personal Growth reports to the Dean of the School of Academic Services.

Applications are currently being accepted for the School of Academic Services, located at San Diego Miramar College. Hours are M-F, 8-5pm. Selected candidate must be willing to adjust work days/hours based on the departments needs.

Major Responsibilities

Teaching in a college classroom, hybrid, and/or fully online modality in at least one of the following specialty areas: personal growth, first year success, career and/or student development and/or learning strategies. These courses are offered within the PERG subject area across SDCCD.

Teach college-level lecture and laboratory courses in a variety of personal, career, wellness, and student development topics using traditional and online methods of instruction.

Utilize instructional knowledge and methods proven to support student learning and incorporate new technologies, such as artificial intelligence (AI) fluency, into both online and face-to-face teaching and the curriculum.

Work collaboratively with department and interdisciplinary faculty to plan, develop, implement, and assess courses in personal growth subject areas that will provide enhanced academic and lifelong learning skills for career and preparation for completion of a certificate and/or degree and/or transfer to 4-year institutions.

Maintain fluency and knowledge of learning theory, college success principles, student identity development, and classroom technology innovations to guide the development of new courses and curriculum revisions to meet university transfer requirements, industry objectives, and emerging occupations.

Participate in departmental and faculty functions including program review, curriculum development, assessment of student learning outcomes, student advisement, training and evaluation of part-time faculty, and varied campus affairs including service on college-wide committees.

Instruct and assist in the growth and success of a diverse population of students through careful preparation of course materials, effective and accessible teaching methodologies, and informed critical feedback on assignments and discussions.

Develop and execute culturally relevant course content, culturally responsive pedagogical techniques, and effective practices for engaging diverse students.

Teach scheduled classes and perform related duties as assigned, including timely compliance with clerical and administrative responsibilities; comply with district, college, and division.

Participate in curriculum development and serve on department, division, college, and district committees as necessary to maintain and improve the instructional programs.

Maintain formal office and campus hours; participate in department and division meetings, volunteer for community engagement activities, and uphold the mission of the college.

Design and engage in co-curricular activities, including planning, implementing, and teaching in special programs designed to support educational advancement.

Qualifications

MINIMUM QUALIFICATIONS

Degrees must be from regionally accredited institutions.

• Masters in counseling, rehabilitation counseling, clinical psychology, counseling psychology, guidance counseling, educational counseling, social work, career development, marriage and family therapy or marriage, family and child counseling, OR
• the equivalent

(NOTE: A bachelors degree in one of the listed degrees and a license as a Marriage and Family Therapist (MFT) is an alternative qualification for this discipline.)

Desired Qualifications

At least three (3) years of relevant teaching or work experience in personal growth, first year college success, career and student development, and learning strategies (or equivalent disciplines) within the last five (5) years.

Demonstrated experience and/or knowledge of working with faculty, staff, and students of great diversity in socioeconomic, cultural, and ethnic backgrounds, including those with different levels of academic preparation and varying physical and learning abilities.

Experience in incorporating new technologies, such as artificial intelligence (AI), accessible learning structures, and open educational resources (OER) into teaching and curriculum development.

Proficiency in designing and teaching student success courses, both lecture and laboratory, in various modalities including in-person, hybrid, HyFlex, and fully online (synchronous and asynchronous).

Demonstrated experience creating and maintaining professional, community, and K-12 partnerships in dual and concurrent enrollment.

Demonstrated experience in a leadership role involving collaboration with internal and external constituents and coordination, planning, implementation, and evaluation.

Demonstrated ability to communicate in a clear and concise manner.

Demonstrated experience working collegially and collaboratively with departmental faculty/chairs, staff, and administrators to deliver college courses in multiple modalities to both college and K-12 populations.

Demonstrated cultural competency, sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability,gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty and classified professionals.

Demonstrated experience developing on and off campus course schedules, enacting enrollment management principles, and managing curricular artifacts including syllabi and textbooks.

Knowledge of credit-for-prior (CPL) and work-based learning (WBL) strategies.

Demonstrated experience supporting faculty colleagues through training, professional development, and technical support.

Equivalency

If you do not possess the exact degrees, or higher, listed above or if you anticipate receiving the required degree prior to the start of teaching classes, please complete a Request for Equivalency Form and attach it during the application process.

Foreign Degree:

Applicants with foreign degrees from colleges or universities outside of the United States must have their coursework evaluated by a professional association that is a member of the National Association of Credential Evaluation Services (NACES) or Academic Credentials Evaluation Institute, INC.(ACEI). A copy of the evaluation must be submitted with your online application.

Licenses/Certificates/Credentials: Commitment to Diversity:

All applicants must have demonstrated cultural competency and sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty and classified professionals.

Click (https://www.sdccd.edu/departments/human-resources/eeo-diversity/policies-and-procedures.aspx) for the EEO / Diversity / Nondiscrimination Policies and Procedures

Working Conditions

Variable, the conditions will depend on the teaching assignment. The conditions typically involve classroom, lab, online/distance education, office environments.

Special Instructions to Applicants:

San Diego Miramar College is piloting anonymous screening format as a means to minimize implicit bias in the screening of applications. The anonymous screening format of applications refers to the process of reviewing applications without revealing the personal information of the applicants, such as their name, gender, or other potentially biased details. This approach aims to eliminate unconscious biases, promoting fair and objective evaluation based solely on the experience of the applicants. By anonymizing applications, screening committees create a more inclusive and diverse hiring process.

To ensure consistency, fairness, and alignment with our commitment to Diversity, Equity, Inclusion, and Accessibility (DEIA), please submit only the materials specifically requested in this posting (e.g., no personal photos, articles, etc.). Be sure to upload the required documents using the respective document name labels. Uploading extraneous materials, unless explicitly requested, may result in your application not being reviewed. Only complete application packets will be forwarded to the committee.

Application materials sent via mail, fax, or email will not be accepted. All correspondence, including interview invitations, will be communicated via email.

We are dedicated to maintaining the confidentiality of all inquiries, nominations, and applications in the strictest confidence, and we encourage applicants from diverse backgrounds to apply.

To ensure full consideration, qualified candidates must submit a complete online application that includes the items listed (extraneous material will not be reviewed). References to résumés or other uploaded documents within the online application will be considered an ""incomplete"" application.

• Complete online application;
• Resume/CV
• Cover Letter
• Unofficial Transcripts for all undergraduate and graduate degrees.
• List of Personal Growth, Student Success/Development, First Year Seminar, Learning Strategies OR related courses taught in last 5 years. Include all courses relevant to the discipline (upload using list of Courses document type).Template Link: https://pa-hrsuite-production.s3.amazonaws.com/368/docs/50590546.pdf
• At least One (1) example of a current syllabus used for Personal Growth, Student Success/Development, First Year Seminar, Learning Strategies OR related course (upload using syllabus document type).
• Three (3) professional references listed in the online application.
• Foreign degree evaluation (required is applicable)
• Equivalency Request (required if applicable)

Unofficial Transcripts will not be included with your application during the screening process. The unofficial transcripts will only be reviewed before the interview process.

Tentative Timeline (Subject to Amendments)

This position is open until filled.

First round of screenings: May 03, 2026

To be considered for the first round please submit your application by May 03, 2026, at 11:59PM.

First Round Interviews planned for late May/early June

Finalist Interviews in July

Position begins mid August

Conditions of Employment:

SELECTED CANDIDATE IS REQUIRED TO COMPLETE THE FOLLOWING PRIOR TO EMPLOYMENT:

• Submit official college transcripts as stated on application (even if a degree is not a requirement for this position);
• Provide a Certificate of Tuberculosis Exam for initial appointment (Note: The certificate must be renewed every 4 years as a condition of continuing employment);
• Have fingerprints taken by a Live Scan computer at the Districts expense (Clearance must be received prior to first day of employment);
• Present original documents for proof of eligibility to work in the United States as required by the I9 Employment Eligibility Verification form;
• Attend a new hire processing appointment in People, Culture, and Technology Services located at the District Administrative Offices; AND,
• Employed on an initial contract of one (1) year that is eligible for renewal annually for up to a subsequent one-year period.

EMPLOYMENT AFTER RETIREMENT

If you accept a contract (permanent) position with SDCCD and are a retired annuitant with CalPERS or CalSTRS, you must reinstate from your retirement system. Please reference the CalPERS or CalSTRS website for further information.

Additional Information:

Please note that an employee may be transferred to any site at the option of the Chancellor.

EMPLOYEE BENEFITS

SDCCD provides a comprehensive fringe benefit package for its full-time academic employees. The District contributes toward the cost of the premium (including dependent coverage) for the medical insurance plan options. Additional benefits include dental, vision, sick leave, vacation and opportunities for professional development. Contract employees become members of the State Teachers Retirement System (STRS) upon appointment.

Posting Number AC01172 Indicate budget number(s)

Required & Optional Documents

Required Documents

• Cover Letter
• Syllabus
• Unofficial Transcript (Graduate)
• Unofficial Transcript (Undergraduate)
• List of Courses (Refer to "Special Instructions" in Posting)
• Curriculum Vitae or Résumé

Optional Documents

• Equivalency Request (required if applicable)
• Foreign Degree Evaluation (required if applicable)

Supplemental Questions

Required fields are indicated with an asterisk (*).

• • I understand that a COMPLETE application packet is required for consideration, which includes the following: 1) All required documents as listed in the special instructions 2) Responses to supplemental questions (clear and detailed responses are required as they will be carefully evaluated to determine the most qualified candidate(s) to be invited for an interview; please do not paste your resume, or put "see resume", or "N/A" or leave blank)

• Yes

• No

• • I understand that my responses to the application supplemental questions are heavily weighted during the application screening and evaluation process, and responses such as "N/A", "see resume", or no responses will result in deduction of points to my application.

• Yes

• No

• • We believe that the application and interview process should be a reflection of your skills, insights, and experiences, and we are looking to understand your unique qualifications for the role. I understand that responses ENTIRELY generated by Artificial Intelligence (AI) tools can result in disqualification from the application process.

• Yes

• No

• • Community colleges serve students with diverse identities, goals, and life circumstances. Describe your teaching philosophy for personal growth courses in this setting (250 word maximum).

(Open Ended Question)

• • Personal growth courses often involve reflection and discussion of personal experiences. How do you create a classroom environment that is inclusive, trauma-informed, and respectful of boundaries while supporting students who may be hesitant to participate (250 words maximum).

(Open Ended Question)

• • Provide an example of how you design your curriculum and teaching modality to reflect the cultural, social, and lived experiences of a diverse student population. How do you ensure your course materials and activities promote equity and belonging? (250 word maximum)

(Open Ended Question)

• • Describe a specific assignment, activity, or project you use (or would use) to teach a personal growth concept (e.g., mindset, goal setting, emotional intelligence). How does it connect to students academic, career, or life goals? (250 word maximum)

(Open Ended Question)

• • How do you assess student learning and growth in a personal development course? Include how you evaluate both academic understanding and personal progress, while being mindful of students varied starting points and experiences. (250 word maximum)

(Open Ended Question)

• • Describe your leadership style and how you approach working with faculty, staff, administration, and external constituents. Provide an example of a how you led a complex project aligned with an institutional priority. (250 word maximum)

(Open Ended Question)

• • The San Diego Community College District has a very diverse student, faculty and classified professional population with respect to academic, socioeconomic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds. Describe your professional development, community involvement, and professional experience working with these diverse groups. Please, share your leadership experience in promoting diversity.

(Open Ended Question)