Modesto Junior College 2025

 

Instructor of Respiratory - Full Time Tenure Track - School of Health Professions - Modesto Junior College 2025

Salary: Placement on the Yosemite Community College District salary schedule dependent upon education and experience. 2024-2025 Salary Schedule – $69,893 to $130,472 per year or $82,359 to $133,410 with an earned doctorate. New personnel limited to a maximum tenth step initial placement based on previous experience – maximum equals $108,500 or $111,435 with an earned doctorate.

Closing Date: Friday, April 11, 2025 at 11:59pm

 

To apply, submit your application and required documents on-line via our applicant system at: https://yosemite.peopleadmin.com/postings/7968

 

MINIMUM QUALIFICATIONS

Master’s Degree in Health Science or closely related field, AND must be a Registered Respiratory Therapist (RRT); AND minimum of 6 years’ experience as a Registered Respiratory Therapist; AND current license or eligibility for licensure (within 60 days of hire) to practice Respiratory Care in California.

 

Determined by California State Chancellor’s Office. Click link below for discipline applicable Minimum Qualifications:

Minimum Qualifications for Faculty and Administrators in California Community Colleges (cccco.edu)

 

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. For more information on equivalency, you may access the link below:

https://www.yosemite.edu/recruitment/equivalency_policy_and_procedures

 

Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

 

Job Description Summary

GENERAL JOB DUTIES AND RESPONSIBILITIES

All full-time faculty are expected to participate actively in their disciplines, department activities, and the general intellectual life and governance of the college. Part of the teaching assignment may be online, in the evening, and/or on Saturdays. Duties and responsibilities include but are not limited to:

• Teaching lower and upper division college courses in Respiratory Care. Assignments may include offerings in the day, evening, or non-traditional (e.g. off-site or Saturday) time slots, and/or distance education.

• Create and maintain an effective student-centered learning environment for adult students in the classroom, laboratory and clinical settings using content stated in the approved course outlines and in a manner consistent with college standards.

• Integrate the latest research in presentations and utilize a variety of teaching/learning strategies including the use of technology to promote student learning and assessment of learning outcomes.

• Assist with maintaining program accreditation by collecting and analyzing data, writing reports/self-study and related activities.

• Conduct ongoing assessment of program clinical effectiveness through the use of surveys directed towards managers, clinical instructors, graduates, current students, or others as deemed appropriate.

• Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines.

• Informing students of course requirements, evaluation procedures and attendance requirements.

• Preparing and grading class assignments and examinations and informing students of their academic progress.

• Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines.

• Attending department, division, and college-wide meetings on a regular basis.

• Posting and holding sufficient and regular office hours in accordance with prevailing policy.

• Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement.

• Provide timely written and verbal feedback related to classroom and clinical performance.

• Collaborate to establish and build collaborative partnerships within and outside of the college.

• Work with program advisory committee to address the needs of the community and update curriculum.

• Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity.

• Collaborating in the development and revision of curriculum and in program review.

• Engaging in department program improvement initiatives.

• Participating in professional development activities, both departmental and college-wide, especially connected to closing disproportionate impact gaps and improving completion goals.

• Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles.

• Maintaining appropriate standards of professional conduct and ethics.

• Engaging in the college’s participatory governance processes.

• Perform other duties as assigned.

 

PHYSICAL AND MENTAL STANDARDS

Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.

Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.

Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.

Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently.

Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person.

Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments.

 

Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position.

 

PREFERRED QUALIFICATIONS

• Education and/or experience teaching at least two (2) years in an accredited respiratory care program at the community college level (This can include part-time clinical instruction).

• Current knowledge of Respiratory Care and Co ARC accreditation standards as well as California state laws which govern the practice of Respiratory Care.

• Membership in the American Association of Respiratory Care.

• Commitment to instill critical thinking and assessment skills in Respiratory Care students.

• Commitment to maintain program outcome measures which exceed minimum Co ARC standards.

• Certification as a basic CPR instructor.

• Current understanding of assessment processes for improving student success at the course, program, and degree level.

• Competent in new pedagogies, such as accelerated learning, supplemental instruction, on-line or hybrid teaching, and other pedagogies directed at improving student success and student equity.

• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within higher education shape patterns of participation and outcomes;

• Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students;

• Experience and skill with addressing issues of equity in the classroom;

• Experience and expertise in culturally responsive teaching in Respiratory Care, especially as it relates to the relevancy of Respiratory Care in students’ lives, interests, and communities;

• Demonstrated ability to address equity gaps within coursework and the classroom;

• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

 

DESIRABLE CHARACTERISTICS

• Ability to develop curriculum or services that stress innovation and improve student equity.

• Enthusiasm for the learning process.

• Commitment to supportive relationships with students and colleagues.

• Capable of instructing using teaching methods that accommodate various student-learning styles.

• Participate in professional growth and remain current in subject area and major state initiatives.

• Ability to operate effectively in an environment of change and ambiguity.

• Vision and energy to plan and organize programs to enhance student success.

• Willingness to participate effectively in shared governance and to work collaboratively.

• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.

• Ability to assume the responsibilities of program director and/or director of clinical instruction