We seek an advanced scholar/teacher (associate or full professor) with administrative experience and a record of significant publication and exemplary teaching to guide our first-year writing program. The successful candidate will rotate through this administrative position (three-year term) and, while working in this capacity, spearhead curriculum development and teacher training for graduate instructors. In addition, this individual will teach and develop courses for our M.A. track in Composition and Rhetoric and serve on related thesis committees. Opportunities to teach in and/or assist with our professional writing minor degree program are also available. Area of specialization is open, although candidates with strong backgrounds in rhetorical theory and/or the history of rhetoric, composition research methodology, assessment, electronic writing, or composition pedagogy are especially welcome. The expected teaching load for this position is 2/1.
Founded in 1997 and operating under the auspices of the Office of the Provost, the Bernard L. Schwartz Communication Institute at Baruch College is committed to facilitating the infusion of oral, written, and computer mediated communication into Baruchâ€™s undergraduate curriculum through the development and support of Communication Intensive Courses (CICs), co-curricular programs for students, as well as its efforts as part of the CUNY WAC program. The Institute likewise sponsors a wide range of professional development activities for Baruch faculty and administration and engages in sustained dialogue on communication and communication intensive instruction with leading business professionals and educators from around the country.
Colleagues--Please pass this job announcement on to interested graduate students!
Mahalo, Jim Henry
ASSISTANT PROFESSOR OF ENGLISH, full-time, tenure-track position in Composition and Rhetoric (position number 84820), beginning August 1, 2007; position dependent upon funding and availability. Teaching Duties: teach courses in introductory, upper-division, and graduate-level Composition and Rhetoric; occasional introductory literature courses; five courses over two semesters. Minimum Qualifications: Ph.D. in Composition and Rhetoric, or equivalent; dissertation and/or publications in Composition and Rhetoric; teaching experience at college or university level.
Please share with interested parties:
Rank: Assistant Professor, Tenure Track
1. Ph.D. in hand by August 15, 2006
2. Specialization in Composition and Rhetoric
3. Ability and willingness to teach first year writing courses
4. Ability to teach courses online
1 Willingness and interest in teaching writing courses in the Capital Scholars
2. Ability to teach upper division and graduate level writing courses and courses composition theory
3. Knowledge and Experience in implementing and working in Writing Across the Curriculum or
The English Department of Columbia College Chicago invites applications for a full time, tenure-track faculty position in Rhetoric and Composition, beginning August 2007. Qualified candidates will have a Ph.D. in Rhetoric and Composition with scholarly and teaching interests in the area of basic writing. Experience teaching college reading is also desirable.
To apply send letter of application, CV, three letters of recommendation, 10-15 page writing sample, statement of teaching philosophy, and sample teaching materials (e.g., syllabus, unit plan, in-class activity) to Kilian McCurrie, Chair, Rhetoric and Composition Search Committee, Columbia College, English Department, 600 South Michigan Ave.
The Writing Program at the University of California at Santa Cruz seeks applicants for a full-time Lecturer with Security of Employment/Coordinator of the UC Entry Level Writing Requirement (ELWR), to start 7/1/07. The ELWR Coordinator oversees an instructional program serving approximately 40% of incoming freshmen; teaches and supervises progress of English language learners; takes a leading role in program design and development; and serves as a liaison between the Writing Program and the Registrar, college advising, and Learning Support Services. Load is the equivalent of eight courses, with a standard two course releases for service and additional releases based on assigned administrative duties.
The department of English in the College of Arts and Sciences at Case Western Reserve University has two positions available. The first is for a tenure-track faculty member to contribute to a PhD concentration in Writing History and Theory (WHiT) and develop and teach both undergraduate and graduate level writing in the disciplines courses. The strongest applications will be those that demonstrate evidence of an active research program in science writing, narrative medicine or other forms of professional and academic writing including ESL. The department is central to ongoing development of the writing curriculum in the university's distinctive undergraduate general-education curriculum, SAGES (Seminar Approach to General Education and Scholarship), which
Louisiana State University
Department of English
Baton Rouge, LA 70803
In the fourth year of an initiative that will eventually add fourteen professorial positions to our faculty, the Department of English at Louisiana State University invites applications for a position in Rhetoric and Composition to teach in its undergraduate Writing and Culture Concentration and its graduate courses in Rhetoric and Composition Studies. Specialization open, but interest in one or more of the following is a plus: histories of rhetoric or composition theory and pedagogy, literacy studies, new media studies, or writing program administration. The position is tenure-track with preference at the rank of advanced Assistant or Associate Professor.
The Writing Program at the University of California at Santa Cruz seeks applicants for a full-time Lecturer with Security of Employment/Coordinator of the UC Entry Level Writing Requirement (ELWR), to start 7/1/07. The ELWR Coordinator oversees an instructional program serving approximately 40% of incoming freshmen; teaches and supervises progress of English language learners; takes a leading role in program design and development; and serves as a liaison between the Writing Program and the Registrar, college advising, and Learning Support Services.