DEPARTMENT OVERVIEW:
The Biology Department at Butte College is committed to serving our diverse student population across several pathways including health occupations, Biology majors, and general education. The department of Biological Sciences seeks a well-rounded biologist to enhance our expanding program for a full-time tenure track position in our newly constructed science building. The applicant will join a department committed to excellence in education serving our student population in an inclusive, student-centered environment. We are proud to be one of the departments on campus that offers high-demand courses at the three Butte College locations: Main Campus with its 928-acre wildlife refuge, Chico Center, and Glenn County Center.  

POSITION DUTIES: 
In addition to the representative duties listed below, this position is also responsible for: 

• The applicant may teach any of the courses offered in the department with the primary focus on Introductory Biology (BIOL 1), Human Biology (BIOL 02), and Human Anatomy (BIOL 20, C-ID BIOL 110B). Course modality will primarily be in-person; the applicant may have additional assignments outside of the Main Campus including the Chico Center and Glenn County Center in Orland. 
• Regular presence at the Main Campus for mentoring, collaboration, professional development, and shared governance. 

Butte-Glenn Community College District is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, Butte-Glenn Community College District will provide reasonable accommodation to qualified individuals. Butte-Glenn Community College District encourages both incumbents and individuals who have been offered employment to discuss potential accommodations with the employer.

Representative Duties

The full-time college instructor is responsible for effective performance in the following areas:

A. General Scope of Responsibilities

1. Excellence in teaching and instruction.
2. Maintenance of professional growth and academic currency.
3. Carrying out of area, departmental and/or program responsibilities.
4. Contribution to the College as a whole in the form of College-wide service.
5. Development and assessment of student learning outcomes.

B. Teaching and Instruction

1. Instructor plans for and is continually well prepared to teach.
2. Instructor provides organized delivery of instruction.
3. Instructor communicates respectfully to students and encourages contact.
4. Instruction is consistent with the stated and approved outcomes of the course.
5. Instruction is relevant to the course.
6. Instructor shows interest in the subject matter and student learning.
7. Instructor uses strategies designed to foster student engagement with the content.
8. Instructor uses standards of student evaluation that are clear, fair and followed consistently.
9. Instructor requires and evaluates levels of student effort sufficient to develop mastery of the subject or skills in the course.
10. Instructor grades and returns student work, assignments and tests in a reasonable period of time.
11. Instructor makes effective use of teaching aids, instructional methods and materials required of students (e.g., texts, manuals, etc.).
12. Instructor is an effective teacher.
13. Instructor prepares complete and timely course syllabi.
14. Instructor continually evaluates, updates and revises course content and instructional methods and materials.
15. Instructor coordinates course contents and instructional methods with other teachers in the program/discipline.
16. Instructor meets and assists students during office hours, by appointment or at other reasonable times.
17. Instructor initiates and carries through with improvements to course contents and classroom teaching methods.

C. Professional Growth and Currency

1. Instructor demonstrates examples of activities which show a pattern of academic, professional, and/or technical updating or currency.

D. Area or Departmental Responsibilities

1. Instructor is knowledgeable about and abides by College, Area and Department policies and procedures.
2. Instructor meets deadlines and time targets including deadlines for reports, grades and paperwork.
3. Instructor orders instructional materials, equipment and textbooks with sufficient lead times.
4. Instructor assists Chair in evaluating and revising course schedules.
5. Instructor collaborates to determine equitable course assignments.
6. Instructor provides assistance to other full-time, part-time and/or new instructors.
7. Instructor participates in departmental plans and activities with others.
8. Instructor helps develop departmental budgets.
9. Instructor monitors expenditures to keep within authorized budget spending appropriations.
10. Instructor exercises good judgment in the use of and/or management of facilities, equipment and supplies.
11. Instructor regularly attends assigned meetings.
12. Instructor is punctual to assigned meetings.
13. Instructor works collegially with faculty peers, classified staff and administration.
14. Instructor performs their fair share of outside-of-class departmental duties and responsibilities, including contributing to unit plan and program review processes.
15. Instructor initiates and/or participates in overall department-wide program development and curriculum improvements, maintenance, evaluation, revision and/or expansion.

E. College-wide Service
Instructor demonstrates a pattern of College-wide service, including one or more of the following:

1. Serve on College committees.
2. Serves on College committees and project teams.
3. Serves as a sponsor to student clubs and organizations.
4. Participates in faculty/college governance.
5. Participates on special project teams or ad hoc committees.

F.DEIA Self-Reflection Statement

Each faculty member will prepare a Self-Reflection statement using the approved format as described in Appendix G2 V. This statement is intended to foster a conversation among colleagues that reflects on how faculty can individually and collectively work to improve student outcomes for historically under-represented and disproportionately impacted populations. The self-reflection statement should be used to help advance individual professional development and institutional dialogue on change.

MINIMUM QUALIFICATIONS:

• Master’s in any biological science; OR
• Bachelor’s in any biological science AND Master’s in biochemistry, biophysics, or marine science; OR
• Possession of a current California Community College Credential that permits full-time service as an instructor in the applicable discipline; OR 
• The equivalent (Applicants wishing to be considered for employment under District equivalency standards must submit a detailed statement explaining how you possess the equivalent to the minimum qualifications discussed above.)

DIVERSITY AND EQUITY QUALIFICATIONS:

• Demonstrated understanding of and responsiveness to the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds that characterize community college students in a manner specific to the position.

DESIRED QUALIFICATIONS:

• • • Broad background in Biology with strong academic, research, and/or professional experience.
    • Experience in teaching a variety of Biology courses, especially at a community college. 
    • Experience using an outdoor educational environment. 
    • Ability to facilitate dynamic, student-centered, effective classroom experiences with varied teaching methods. 
    • Experience with culturally responsive pedagogical techniques and effective practices to address equity gaps and engage diverse students, especially Hispanic/Latinx, who have been historically underrepresented and underserved in traditional STEM classrooms. 
    • Demonstration of continuing professional development and currency in biology and pedagogy, as well as diversity, equity, inclusion, anti-racism, and accessibility.? 
    • An understanding of, and experience in, course design and curriculum development.
    • Experience mentoring students and/or extracurricular student groups.? 
    • Teaching students to think critically and analytically. 
    • Experience and/or interest in cadaver prosection and dissection.? 
    • Evidence of collaboration with colleagues, including faculty, staff, and lab technicians. 
    • Participation in initiatives to enhance pedagogy on campus and beyond.