The Professional and Graduate Education programs at Mount Holyoke College are seeking adjunct faculty instructors to teach education courses in the Master of Arts in Teaching (M.A.T.) and Master of Arts in Teacher Leadership (M.A.T.L.) programs. The M.A.T.L. is a 32 credit hybrid/online program of studies for experienced educators who are interested in developing their leadership skills in the field.
Adjunct faculty instructors are responsible for course planning and instruction and should have experience conducting classes in various delivery modes, such as, face-to-face, on-line, hybrid and/or blended formats using Zoom, Moodle, and other forms of digital technology. In addition, adjunct faculty are responsible for student evaluation, timely feedback, and accurate submission of required paperwork related to instruction.
Adjunct positions are open for Summer and Fall term courses in a range of areas that require expertise related to: Socio-Emotional Learning; Independent schools teaching and leadership; coaching; mentoring; advising & counseling, inclusive teaching practices; crisis-management, the intersection of mental health and behavior; teacher leadership.
Summer 2 Term 2019 (July 8 - August 8, 2019)
Class Title: X.EDUC-452AT Topics in Social-Emotional Learning and Development: 'Coaching and Athletics' (2 credits)
Educators in public and independent schools often serve in multiple roles, including as coaches for competitive and intramural sports. This class will provide an overview of issues related to supporting the student athlete, including the following: administering sport programs, principles of effective coaching, promoting and coaching the college-bound student athlete, compliance with governing bodies in sport, equity in athletics, team-building, event management, and sport safety.
Fall Term 2019 (September 4 - December 10)
Class Title: X.EDUC-452AC Topics in Social-Emotional Learning and Development: 'Advising and Counseling Students Beyond the Classroom' (2 credits)
Educators serve in multiple roles to support students in their academic, extracurricular, and, in some cases, dorm lives. This course will provide an overview of the following: school counseling principles, widely adopted models of comprehensive developmental counseling curricula, social-emotional learning, approaches in multicultural counseling, and mentoring students on academic and professional issues. We will also address identification, prevention, intervention, and crisis management strategies for topics including: relationships, mental health, trauma, and substance use/abuse. Students will explore how to analyze various types of student performance data to inform academic and non-academic programming.
Applications must be made online at https://jobs.mtholyoke.edu/. Please submit letter of application, CV including contact information for three references, a teaching philosophy statement, and a minimum of one sample syllabus from previous courses taught. Applications must be received by April 15, 2019.
Mount Holyoke is an undergraduate liberal arts college for women with 2,200 students and 220 faculty. Over half the faculty are women; one-fourth are persons of color. Mount Holyoke College is located about 90 miles west of Boston in the Connecticut River valley, and is a member of the Five College Consortium consisting of Amherst, Hampshire, Mount Holyoke, and Smith Colleges and the University of Massachusetts.
Mount Holyoke College is committed to enriching the educational experience it offers through the diversity of its faculty, administration, and staff members. Mount Holyoke seeks to recruit and support a broadly diverse faculty who will contribute to the college's academic excellence, diversity of viewpoints and experiences, and relevance in a global society. In furtherance of academic excellence, the College encourages applications from individuals from underrepresented groups in the professoriate, including faculty of color, faculty with diverse gender identities, first generation college students, individuals who have followed non-traditional pathways to college due to exceptional talent and motivation in the face of adversity, such as societal, economic or academic disadvantages, and individuals with a demonstrated commitment to applying and including diverse backgrounds and perspectives to learning, scholarship, service, and leadership in the academy.