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Job Summary
The College Prep Reading and Writing Instructor is responsible for providing high-quality instruction in developmental and college preparatory reading and writing courses designed to prepare students for success in college-level coursework. The instructor employs evidence-based instructional practices that promote the development of reading comprehension, critical thinking, academic writing, grammar, and communication skills while fostering an inclusive, engaging, and student-centered learning environment. The successful candidate demonstrates a strong commitment to student learning, academic excellence, assessment of student learning outcomes, continuous instructional improvement, and the mission and values of Harris-Stowe State University. The instructor collaborates with faculty and student support services to promote student persistence, retention, and academic success.
Essential Duties and Responsibilities
• Deliver high-quality instruction in developmental and college preparatory reading and writing courses using student-centered, evidence-based instructional strategies.
• Develop, maintain, and revise course syllabi, lesson plans, instructional materials, assignments, and assessments that align with approved course learning outcomes, departmental objectives, and institutional goals.
• Evaluate student learning through formative and summative assessments and use assessment data to improve instructional effectiveness and student achievement.
• Maintain accurate and timely records of attendance, grades, student progress, and other required academic documentation in accordance with University policies and FERPA regulations.
• Provide timely, constructive, and meaningful feedback that supports student learning and academic growth.
• Foster an inclusive, equitable, and supportive classroom environment that values diverse educational, cultural, and socioeconomic backgrounds.
• Integrate instructional technology, learning management systems, and digital learning resources to enhance teaching effectiveness and student engagement.
• Collaborate with the Academic Resource Center, faculty, academic advisors, and other campus support services to identify and address student academic needs.
• Participate in departmental meetings, curriculum development, program assessment, and professional development, as assigned.
• Contribute to accreditation, program review, and institutional effectiveness initiatives by maintaining appropriate instructional documentation and participating in assessment and continuous quality improvement processes.
• Maintain established office hours (as applicable) and provide academic support to students outside of class.
• Adhere to all University policies, academic standards, and professional expectations.
Minimum Qualifications
• Master's degree in English, Reading, Composition, Rhetoric, Literacy, English Education, Reading Education, or a closely related discipline from a regionally accredited institution.
OR a master's degree in another discipline with a minimum of 18 graduate semester credit hours in English, Reading, Composition, Rhetoric, Literacy, or a closely related field.
• Demonstrated knowledge of effective instructional practices for developmental or college preparatory reading and writing.
• Excellent written, verbal, interpersonal, and organizational communication skills.
• Commitment to fostering student success through equitable and inclusive teaching
Preferred Qualifications
• Experience teaching developmental education, integrated reading and writing, first-year composition, or college preparatory English courses.
• Experience supporting academically underprepared or first-generation college students.
• Experience using learning management systems such as Canvas, Blackboard, or Moodle.
• Experience assessing student learning outcomes and using assessment data to improve instruction.
• Knowledge of Universal Design for Learning (UDL), differentiated instruction, culturally responsive teaching, and other inclusive pedagogical practices.
• Experience participating in curriculum development, program review, or accreditation processes.
Knowledge, Skills, and Abilities
• Knowledge of developmental education pedagogy, literacy instruction, and evidence-based teaching practices.
• Ability to design curriculum aligned with measurable student learning outcomes.
• Ability to implement effective instructional and assessment strategies that support diverse learners.
• Strong classroom management, communication, and student engagement skills.
• Ability to analyze assessment data and implement instructional improvements that enhance student learning.
• Ability to work collaboratively with faculty, staff, administrators, and campus partners.
• Demonstrated commitment to academic integrity, equity, student success, and continuous improvement.
• Proficiency in instructional technology, learning management systems, and Microsoft Office applications.
Supervisory Responsibility:
• None (unless otherwise designated by the department)
Physical Requirements:
• Ability to perform the essential functions of the position with or without reasonable accommodation.
• Ability to occasionally lift, carry, push, or pull objects weighing up to 10 pounds.
• Ability to sit, stand, walk, and communicate effectively for extended periods while providing classroom instruction.
Working Conditions and Environment:
• Work is performed primarily in a classroom, office, or other standard educational environment.
• Limited exposure to physical hazards.
• May require occasional evening or weekend assignments to support instructional or institutional activities.
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