Summary

Davidson County Community College (DCCC) is an award-winning institution known for a commitment to excellence and student success. The DCCC community is dedicated to providing students a high quality education designed to prepare them to live and work in an increasingly interconnected world. To this end, DCCC celebrates the value of a diverse faculty and staff and encourages applicants from diverse backgrounds to apply. DCCC faculty and staff are passionate about equity and our responsibility to work with each unique student to support them in successfully attaining their goals.

DCCC's benefits and other resources make it possible to excel both professionally and personally. We are a dynamic community that supports and celebrates the success of all of its members. The future is here!

Responsibilities

This position reports directly to the Associate Dean, School of Workforce and Continuing Education.  The position includes instruction in the traditional and online learning environments for students in Emergency Medical Science (EMS) both credit (CU) and non-credit (CE). EMS programs use competency based learning extensively as an instructional strategy.  A full-time faculty position at Davidson County Community College is a nine-month contract.

Faculty employed by the College are responsible for the following:

1.  Actively embracing the College mission, values, and strategic plan by:

• Promoting the College mission, values, and strategic plan to the community.
• Becoming involved in the culture and community of the College.
• Demonstrating initiative, flexibility, and an openness to change.
• Embracing innovation, and being open to risk-taking.
• Maintaining professionalism in the DCCC community.
• Performing assigned tasks that support the mission and initiatives of the College.
• Adhering to all College policies and processes.
• Understanding and using data-informed decision-making.
• Exploring, assessing, and implementing appropriate instructional technology to enhance student learning outcomes and promote student retention and progression.
• Maintaining currency in both one's teaching discipline and in the issues of higher education.
• Promoting recruitment, advisement and retention.
• Developing and evaluating courses, programs and services.
• Participating in College activities and committees.
• Participating in activities necessary to attain program accreditation through CoAEMSP and meet requirements from NCOEMS.
• Communicating effectively with program director, peers, staff, clinical sites and clearance agency.
• Coordinating hospital clinical and field internship experiences
• Participating in activities necessary to maintain program compliance with accrediting and clinical agencies including preparing and submitting records and reports as established by clinical contracts.
• Assisting in the evaluation of student clinical clearance process.

 2. Fostering student success through:

• Teaching the course content to align with the course and program level outcomes using the assessment measures defined by the College.
• Cultivating the classroom environment in a way that maintains respect for diversity among students, both social and academic, and honors the focus on student learning and equity.
• Ensuring that teaching strategies include active student engagement, timely and consistent feedback, and accurate up-to-date record keeping (attendance, grades in Moodle, Starfish, midterm, and final grade reporting, etc.).
• Participating actively in completion initiatives.
• Teaching assigned courses at any and/or all of DCCC's service locations using the delivery method needed (on-line, hybrid, face-to-face, video-conferencing, etc.).  Teaching times include morning/day, evening, or weekend hours.
• Participating in discussions relevant to choosing textbooks and other instructional materials.
• Identifying and providing supporting resources through innovative use of the learning environment and collaboration with support services on campus.
• Obtaining and accurately reporting data needed to assess the College's efficacy in teaching and learning.
• Engaging collaboratively with colleagues in assessing relevant course and program data, determining how courses and programs can be improved, implementing and evaluating resulting changes.
• Developing course syllabi and providing appropriate documents for students.
• Designing and implementing learning strategies for students.
• Utilizing FISDAP to monitor clinical and field experiences and providing appropriate feedback in a timely manner
• Precepting clinical experiences
   

 3.  Demonstrating the Guiding Teaching Principles:

• Effective teaching centers on facilitating student learning to meet the requirements of a changing global economy.      
• Effective teaching is inspirational, providing clear expectations for students regarding learning goals, course policies and assignments.
  • Faculty first engage in a process to identify the desired purpose of the learning process.
  • Faculty set and demonstrate clearly articulated learning goals so that the students understand the relevance to their academic and/or professional lives
  • Faculty clearly state policies in the syllabus that are reinforced by explanation by explanation to the students and are consistently carried out.
• Effective teaching encourages students to engage in critical thinking, reflective reasoning, problem solving, collaboration, and application.
  • Faculty create an active learning environment including activities that promote student engagement in this course.
  • Faculty develop assignments that give students the experience to work collaboratively and discover resources to help devise solutions.
  • Faculty provide learning opportunities to allow students to reflect on what they have learned and then reason when and how to apply that knowledge in other situations.
• Effective teaching helps students understand how course content is relevant to them and their community throughout their lives, preparing students for enhanced career and educational opportunities.
  • Faculty contextualize courses so content is presented through real-life scenarios.
  • Faculty design assignments that allow students to connect the course content to their prior experiences and knowledge and to current events and the broader world.
  • Faculty use explicit examples in various fields and occupations to demonstrate that the content is applicable.
• Effective teaching fosters a collegial and dynamic process in which faculty share and learn strategies and approaches focused on improving student learning.
  • Faculty continually build upon knowledge and skills to adapt teaching strategies based on professional development and self-reflection on their teaching experiences.
  • Faculty within and across programs collaborate to share ideas and promote comprehensive student learning. 
  • Faculty evolve their teaching methods and content over time based on qualitative and quantitative feedback.
• Effective teaching infuses a culture of assessment of student learning into the instructional environment to inform improvements in curriculum, pedagogy, resources and student success.