Adjunct Faculty- Higher Education Leadership

Adjunct Faculty– Higher Education Leadership Reflecting the ideals of its founders in 1945, Roosevelt University is a private, nonsectarian community of educators, scholars and learners committed to academic, creative and service excellence, who value differences in personal experiences and perspectives; ask difficult questions; and promote mutual understanding, inclusion, social consciousness and action toward social justice. Recognizing that difference broadens perspectives, Roosevelt University seeks and serves a diverse, promising student body from metropolitan Chicago and around the world. We invite you to contribute your talents to our community. The part‑time faculty member for this role will teach courses in Higher Education and related subjects within the Interdisciplinary Leadership, Ed.D. program. Utilizing innovative and critical teaching methods, they will actively engage and prepare students to become scholarly practitioners with a focus on equity and justice. Responsibilities Course Delivery and Instruction (30%) Deliver graduate‑level courses in Higher Education or related content area according to the syllabus and curriculum provided. Engage students through online lectures, discussions, and other interactive activities. Prepare syllabus using the University’s syllabus template. Order textbooks or other materials required for the course via the University bookstore. Set up the Blackboard course shell with the syllabus, any materials that will be provided electronically, and course assignments. Utilize various online teaching tools and platforms effectively (e.g., Blackboard LMS, video conferencing, discussion boards). Student Support and Engagement (25%) Facilitate a positive and inclusive online learning environment. Provide timely and constructive feedback on all student work within no more than one week of submission. Respond to student inquiries and concerns promptly, offering guidance and support. Hold regular office hours each week (may be in faculty office or virtual). Maintain regular email contact with students, faculty and staff using the University‑issued email account (response time no more than 24 hours Monday‑Friday). Assessment and Evaluation (20%) Design and grade assessments (exams, papers, projects). Track and report student progress and performance. Submit attendance report by the end of the first week of class or as required by the Registrar. Submit mid‑term progress reports by the stated deadline. Submit all final grades by the stated deadline. Curriculum Development (5%) Collaborate with the academic team to develop and update course materials and assessments. Ensure course content is current, relevant, and aligned with program objectives and industry standards. Collaboration and Communication (20%) Communicate regularly with program directors, colleagues, and administrative staff. Participate in program reviews and contribute to continuous improvement efforts (i.e., curricular design and assessment). Serve on Doctoral Project Committees Participate as a committee member on doctoral project committees. Provide guidance, feedback, and support to doctoral candidates throughout their project development and completion. Student Recruitment and Retention Assist in efforts to recruit and retain students for the program. Participate in outreach activities, webinars, and informational sessions to promote the program. Professional Development Attend faculty meetings, training sessions, and other institutional events as required. Entry level compensation rate for teaching one 3‑credit course as of Fall 2025 is $3,982.00. Compensation for courses that carry fewer or more than three credits will be prorated down or up accordingly. Entry into the union for any subsequent semesters of employment thereafter is required. Voluntary benefits such as tuition remission, commuter savings, voluntary retirement contributions, and pet insurance are all made available upon union membership and eligibility. Knowledge, Skills and Abilities Exhibit a comprehensive knowledge of higher education and understanding of online teaching methodologies. Demonstrate the ability to: Deliver clear, concise, and accurate communication (verbal and written) in a timely manner to a diverse online population. Set clear performance expectations for students and provide meaningful, constructive feedback. Leverage digital tools and platforms for effective online instruction. Leverage technology tools to enhance the online learning experience, fostering active student engagement. Collaborate effectively with colleagues, contributing to the overall success of the doctoral program. Promote equity and justice by creating an inclusive online learning environment. Demonstrate efficient time management skills for delivering course materials and feedback in a timely manner. Years of Experience Required Prior teaching experience (at least one year) at the graduate level is preferred. Required Education Doctoral Degree. Certification/Licensure Required Hold Elementary and Special (LBS 1) PEL. Minimum Qualifications Hold an Ed.D. or Ph.D. in higher education, student affairs, adult education, or a closely related field from an accredited college or university. Demonstrate ability to teach graduate courses in the field of higher education using a variety of instructional strategies. Have a proven track record of experience in teaching online courses. Possess the capability to teach and advise online adult learners at the graduate level. Exhibit the ability to actively contribute to the University and relevant professional organizations through service. Engage in program administration and coordination. Showcase a commitment to working with diverse populations in both teaching and service capacities. Demonstrated a clear commitment to practices of diversity, equity, inclusion, and social justice in higher education, as evidenced in teaching, research, and/or service. Preferred Qualifications Education: Ph.D. or Ed.D. in Higher Education or related field by the time of application. Experience in Online Teaching: Previous experience teaching in an online environment, particularly at the graduate level. Familiarity with online student engagement strategies and best practices. Knowledge of Universal Design for Learning (UDL) principles. Doctoral‑Level Teaching Experience: Experience serving on doctoral project committees and advising doctoral candidates. Understanding of the unique needs and challenges of doctoral students. Leadership Experience: Practical experience in leadership roles, particularly within higher education institutions. Ability to bring real‑world leadership examples and case studies into the classroom. Working Conditions Normal climate‑controlled office environment is provided. The job is largely sedentary, but there is a need to move about the office and buildings frequently. Occasional bending, stooping, lifting, pushing and/or pulling is required (typically less than 10 pounds). #J-18808-Ljbffr Roosevelt University