Forest Ecology/Sustainable Forestry 2018-19 Visiting Faculty
|Position Title||Forest Ecology/Sustainable Forestry 2018-19 Visiting Faculty|
|Job Summary||The Evergreen State College seeks a broadly trained forest ecologist with expertise in ecological forestry in temperate forests for a visiting position in the 2018-19 academic year. This full-time position involves planning and team-teaching in 16-credit, interdisciplinary, lower-division (freshmen and sophomore) programs.
Evergreen is committed to building a diverse and broadly trained faculty. We encourage candidates with a genuine curiosity and enthusiasm for teaching and learning in an interdisciplinary environment, demonstrated experience pursuing innovative teaching strategies, and experience working with diverse and underserved populations.
Successful applicants will have a strong emphasis on ecological field studies, but will also teach in classroom and laboratory settings. In addition to forest ecology, the candidate should be able to contribute disciplinary coverage of several of the following topics: carbon science, sustainable forestry, ecological principles of resource management, general ecology, global climate change, as well as qualitative and quantitative field methods. Teaching these subjects in an interdisciplinary context also requires attention to basic college-level quantitative skill-sets (e.g., trigonometry and pre-calculus).
The campus is located on 1000 acres of forested land at the southern end of the Olympic Peninsula (70 miles south of Seattle), with easy access to a variety of field locations and ecosystems. The campus hosts a variety of permanent-plot arrays, and the candidate will be expected to make use of these plot networks in providing real-world training in forest measurements to students. More information can be found at blogs.evergreen.edu/eeon.
|Job Expectations||Most faculty will teach in full-time, team-taught, 16-credit programs connected by a particular theme or line of inquiry. Faculty are generally responsible for evaluating 25 students/quarter, though their programs may include up to 50-75 students, depending on the size of their teaching team. This arrangement allows for in-depth, interdisciplinary and experiential learning, and the building of strong learning communities. Faculty are also responsible for advising students as they reflect on their learning process, develop a pathway of study, and formulate their own areas of concentration.
Our teaching is student-centered, which means we are interested in helping students develop strong skills in critical thinking, problem solving, communication and collaborative work. Because over 80% of our students come from underserved and marginalized groups, we are particularly invested in approaches to teaching that emphasize diversity and equity, that provide opportunities for challenge and growth, and that foster a learning environment where all are welcome and all can learn from each other.
A complete list of faculty responsibilities can be found in the Collective Bargaining Agreement.
|Minimum Qualifications||• A Ph.D. in forest ecology, forestry or related fields
• Academic training and experience in temperate forest ecology
• Demonstrated expertise in ecological field studies and quantitative methods
|Preferred Qualifications||• Experience teaching diverse and underserved populations
• College-level teaching experience in ecological forestry in temperate forests
• Additional experience in one or more of the following disciplines: sustainable forestry, ecological statistics, forest carbon science, sustainability, and/or environmental responses to global climate change
|Application Instructions||• Cover letter
• Curriculum Vitae or resume with names of 3 references and contact information
• 1-2 page statement of your teaching philosophy and practice. Please focus specifically on your understanding and experience of interdisciplinary study and what you believe should distinguish a liberal arts education today
• 1-2 page statement of your experience and/or practice with diversity and equity issues (more information is available on our website: http://www.evergreen.edu/facultyhiring/equitydiversity)
• An example of a field/classroom experience suitable for lower-division students that teaches both forestry field skills and principles of forest ecology
• Optional: Student evaluations or reference letters
|About Evergreen||Evergreen is an innovative, public, liberal arts college emphasizing integrated interdisciplinary study and collaborative team-teaching throughout the undergraduate curriculum and in three graduate programs. Teaching is the central work of the faculty at both the undergraduate and graduate levels. Successful teaching at Evergreen requires broad-ranging intellectual curiosity, the ability to formulate interdisciplinary questions, and the pedagogical skills to support our diverse student population.|
|EEO Statement||All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, genetic information, disability, or veteran status.|
|Full time/Part time||Full Time|
|Salary Information||Faculty membership is unranked with salary determined on a non-competitive, open scale based on earned degrees and years of relevant experience.|
Posting Detail Information
|Number of Vacancies||One|
|Start Date||Fall Quarter 2018|
|Review Start Date||Review of complete applications begins December 3, 2017. The posting may close to new application materials any time after this date.|
|Special Instructions to Applicant|
|Quick Link for Direct Access to Posting||http://evergreen.peopleadmin.com/postings/1668|
Required fields are indicated with an asterisk (*).
- Where did you first learn of this position?
- Evergreen Website
- Evergreen Colleague/Friend
- Chronicle of Higher Education
- Discipline Specific Source
- Web Search
Documents Needed to Apply
- Cover Letter
- Curriculum Vitae
- Teaching Philosophy Statement
- Equity and Diversity Statement
- List of References
- Document 1
- Document 2
- Document 3