Requisition IDreq819DepartmentNursing ProgramsCampusSY-Sylvania CampusEmployment TypeFacultyBest Consideration Date5/31/2021Position Summary
Portland Community College is seeking to fill a full-time teaching position in our pre-licensure Associate Degree Nursing program. The PCC nursing program utilizes the Oregon Consortium for Nursing Education (OCNE) curriculum, employs a team-teaching approach and is committed to social justice, equity and inclusion. The successful candidate will work with a small team of other faculty to provide theory, lab and clinical instruction to a diverse student population. Are you passionate about teaching? Are you excited about training the next generation of nurses? Apply now to join our team.
This position is one of five openings at Portland Community College that will pilot a faculty cohort model that seeks to further diversify the college’s faculty and advance our efforts towards achieving equitable student success. This faculty cohort will join an educational community that values cultural competency and inclusive teaching practices. Incoming faculty will be provided with mentorship, professional development, and opportunities to connect with faculty across the district. For more information about Portland Community College’s commitment to equitable student success, please visit https://www.pcc.edu/yess/.
See the classification description for additional information: https://www.pcc.edu/instructor-qualifications/nur/PCC believes in the following core values, as part of your answers, please describe how your own lived experiences will factor in your approach to teaching at Portland Community College.Culturally Responsive Teaching (CRT)This approach relies on making meaningful connections between what students learn in school and their cultures, languages, and life experiences. These connections help students develop higher-level academic skills, and see the relevance between what they learn at school and their lives. With this in mind, please describe an example of how you help others come to understand concepts from your field/discipline/industry to be relevant in their daily lives.Inclusive teachingDescribes the range of approaches to teaching that consider the diverse needs and backgrounds of all students to create a learning environment where all students feel valued and where all students have equal access to learn.Instructors develop supportive relationships with students and establish a culture of care in the classroomInstructors establish a learning environment that decreases incivility and unproductive conflictStudent participation and engagement increasesStudents are more likely to take intellectual risks, persist with difficult material and retain learning across contextsAnti-RacismBeing aware of racism, reflecting on how society and those around you have contributed to the development of racist ideas, and actively challenging and avoiding engaging in further racist behavior. Racism shows up in many places in academia: in curriculum, classroom practices, and institutional policies.DecolonizingWhen talking about decolonizing in academia, it is usually referring to the curriculum (the lessons and academic content taught) or classroom practices. Both curriculum and classroom practices in the U.S. have been shown to privilege white middle-class and upper-middle class students.Decolonizing classroom practices might mean not grading on attendance or timeliness. In a remote setting, it might mean not requiring students to turn on their camera or dress in business casual for a presentation.Trauma-InformedInstructors meet students where they are, understanding that some students come in with past experiences that are traumatic. Instructors build trust with students, students are relaxed enough to learn, and mistakes are seen as informative and part of the learning process.Candidate ProfileThese qualifications, skills and abilities are critical for success in this position.
Throughout the screening process, you will be evaluated based on the demonstration of these qualifications.
Please be sure to address the Success Criteria below in your cover letter.
- Desire and skills to teach in a variety of learning environments on a variety of topics
- Passion for educating future nurses
- Remains current in the field and demonstrates a commitment to ongoing professional development
- Desire and skills to work in a collaborative environment
- Demonstrates awareness of one’s own cultural background and how it influences perception, values, and practices, and how these perceptions, values, and practices shape their teaching and relationship to students
- Demonstrates or explains how one would develop culturally-responsive curriculum and instruction in response to differences in individual experiences, and cultural, ethnic, gender, and linguistic and socioeconomic status
To be considered, your application must demonstrate these minimum qualifications. (Experience is calculated based on the start and end dates you provide multiplied by the number of hours per week worked).
- Full-time faculty must hold a Master’s degree in Nursing and maintain expertise in one’s areas of responsibility and at least three years of nursing experience andhold a current unencumbered license to practice as a registered nurse in Oregon,
- Hold a Bachelor’s degree in Nursing and maintain expertise in one’s areas of responsibility and at least five years of nursing experience andhold a current unencumbered license to practice as a registered nurse in Oregon.
NOTE - You will be asked to address the following question as part of the application for this Full-Time Instructor position at PCC:
A key tenet of culturally responsive teaching is the belief that students’ cultural background and lived experience can help bridge new learning. Please describe an example of how you can connect academic or professional concepts in your field to knowledge that comes from students’ families, communities, and/or lived experiences.
PCC currently funds the Oregon Public Employees Retirement System (PERS/OPSRP) pension and contributes an additional 6% into the employee's Individual Account Program under PERS/OPSRP. A portion of the 6% will be diverted to The Employee Pension Stability Account as mandated by Senate Bill 1049. PCC offers a tax deferred annuity program and a deferred compensation program where employees may save additional pre-tax dollars for retirement.
Additionally, PCC provides a tuition waiver for courses offered at PCC for yourself, domestic partner, and dependent children under 24 years of age; plus partial tuition reimbursement for yourself at other accredited institutions.
* Please note: Temporary Full-Time Faculty are not eligible for Personal Leave Days, Life Insurance, Long-term Disability, or AD&D Insurance.
- 1 day of sick leave for every 18 days worked (~10 per year)
- 21 hours of additional personal leave per year
- 4 paid holidays (which occur during the term you are teaching)
Instructors shall have earned required academic credentials at a regionally accredited US institution or a foreign institution having the equivalent of regional accreditation.
Instructors with credentials from other countries will have their transcripts evaluated by agencies that have good standing with the National Association of Credential Evaluation Services to establish fulfillment of this standard. (for more information see http://www.pcc.edu/hr/employment/faculty-information.html)
For more information on PCC's General Instructor Qualifications Policy I301 visit:
- Veterans: DD214
- Disabled Veterans: DD214 and Letter from the Department of VA