Visual Communications (Tenure Track) | Highline College - Military Veterans

Posting will remain open until filled. Priority consideration for applications received by February 19, 2024. HC welcomes faculty who are committed to using or learning to use evidence-based practices to improve the success of our racially, ethnically, linguistically, and socioeconomically diverse students and close equity gaps experienced by students from historically minoritized groups. We strongly encourage members of historically minoritized groups, veterans, and bi- or multi-lingual individuals to apply for this position to help meet the needs and of our diverse students and service district. THE OPPORTUNITY Highline College (HC) is seeking qualified applicants for a full-time tenure track faculty position in Visual Communications. Candidates should be able and excited to teach an equivalent of 15 credits per quarter of Visual Communications courses per quarter, advise students, and participate in College service. (Teaching assignments may include a combination of in-person, online, and hybrid sections as well as evening/ weekend, and off-campus sections). This position is expected to begin in Fall Quarter, September 2024 To grow our workforce, we seek to applicants who demonstrate that they: Honor HC's mission to strive for social justice and partner with our global students to envision, plan and achieve their educational and professional goals; Care about student success and collaborate on strategies to facilitate success for historically underserved populations; Engage in equity pedagogy to support the success of our racially, ethnically, and socioeconomically diverse student population; Welcome difference and model respectful interaction with others; Value intellectual curiosity and innovation. Professional Responsibilities - Address these in your cover letter Please address the following responsibilities in your cover letter. If you don't have experience in an academic setting, please address them within the context of your professional experience: Teaching: Create a welcoming and supportive learning environment for diverse students and use evidence-based practices to improve the success of racially, ethnically, linguistically, and socioeconomically diverse students; in collaboration with colleagues, identify and implement strategies designed to close equity gaps experienced by students from historically minoritized groups. Because teaching is a complex activity, engage in self-reflective practice and continued professional growth; Advising/ Coaching/ Mentoring : Work with students outside of class, individually or in small groups, to assist them in choosing courses and to help them get connected with campus and community resources. Participate in professional learning opportunities focused on culturally responsive advising and establishing relationships with students; Collaborate with colleagues/participate in shared governance: In collaboration with colleagues, engage in continuous improvement through college-wide assessment processes. Participate in department, division, and other College activities, including College governance. Establish and maintain respectful, ethical, and professional relationships with students and colleagues; Professional development/ ongoing professional learning: Engage in ongoing professional learning tied to the position responsibilities. This includes remaining current in your discipline(s)/field and in evidence-based practices for culturally response, inclusive, and anti-racist pedagogies. Minimum Qualifications: Master's degree (or higher) in Graphic Design or closely related field from an institution with regional accreditation or its international equivalent; AND Professional experience in Graphic Design or related design field. Pending degrees must be completed by September 2024 and verified by a letter from the granting institution. Desired Qualifications: If these are not evident in your resume, be sure to discuss them in your letter of application/cover letter: Training in and/or experience teaching higher education; Demonstrated experience working with students from a diversity of backgrounds; Experience working with multilingual learners.