Assistant Professor OF Philosophy

Assistant Professor, Construction Management Job Summary The Shady Rest Institute on Positive Aging within the Marieb College of Health & Human Services and the Stock Development Department of Construction Management within the U.A. Whitaker College of Engineering at Florida Gulf Coast University (FGCU) invite applications for an Assistant Professor position in construction management with a focus on aging/gerontology, starting August 2026. The Shady Rest Institute on Positive Aging was established in 2022 as a university-wide entity to strengthen interdisciplinary inquiry on aging and the life course, with the specific aims of advancing research to optimize the aging experience of various populations and preparing future leaders for the field of gerontology. The Institute will draw upon the expertise of faculty, staff, and students from across the FGCU campus, fostering a vibrant interdisciplinary community. The Stock Development Department of Construction Management is housed in the U.A. Whitaker College of Engineering, which is dedicated to quality education, scholarship, and service. All faculty are expected to be excellent teachers who are committed to innovative delivery of instruction that results in improved student learning; to using technology, including distance learning, effectively; to participate in service activities; and to engage in a continuous and outcomes-based assessment process. As Assistant Professor in Construction Management, you will teach at both undergraduate and graduate levels, as applicable; be involved in course and/or curriculum development; conduct research/scholarship; participate on College and University committees and/or initiatives; will work effectively with various populations of students, colleagues, and members of the community; and will support the overall work of both the Shady Rest Institute on Positive Aging and the Stock Development Department of Construction Management. Job Description Typical duties may include but are not limited to: Teaching: Teaches select construction management courses as well as more advanced courses directly related to their specific area of expertise. Plans, prepares, and teaches assigned courses, including developing syllabi, instructional materials, and assessments. Delivers consistent, interactive, and engaging lectures aligned with curriculum goals and accreditation standards. Maintains the highest standards of classroom instruction and engages in reflective self-assessment to ensure continuous improvement. Holds regular office hours and provides academic advising and individual support to students. Utilizes the University''s learning management system and other instructional technologies effectively. Collaborates with departmental faculty on curriculum development and program advancement. Ensures curriculum outcomes and accreditation standards are met. Establishes and maintains an active research program, including opportunities for undergraduate student involvement. Demonstrates evidence of scholarly publication and grantsmanship. Engages in continued professional development and maintains professional skills appropriate to rank and field. Actively participates in departmental, college, and university committees and meetings. Contributes to community, institutional, and professional service in support of the University''s mission. Participates in faculty evaluation, student learning assessment, and required training activities. Communicates professionally and in a timely manner with students, colleagues, staff, and administrators. Upholds the highest standards of integrity, responsibility, and excellence in all professional activities. Complies with University policies, procedures, and the Collective Bargaining Agreement (CBA). American Council for Construction Education (ACCE) accreditation of the Construction Management program. Performs other duties as assigned. Additional Job Description Required Qualifications: An earned Doctorate in Construction Management, Civil Engineering, or a closely related field from a regionally accredited institution or equivalent accreditation. Must possess a minimum of 18 graduate credit hours in the discipline from a regionally accredited institution. ABD will be considered if degree is conferred by August 7, 2026. If successful candidate is ABD, appointment will be made at a Lecturer level on a fixed contract. Preferred Qualifications: Candidates with demonstrated experience in one or more of the following areas are preferred: Smart built environments, particularly age-friendly, including user-centered design across all phases of facility construction, operation, and renovation, and maintenance Research or applied practice in safety, ergonomics, knowledge retention, training, and productivity. Integration of construction management with public health, housing policy, gerontology, and sustainability through research or policy initiatives. Interdisciplinary collaboration with related fields such as gerontology, healthcare, urban planning, and technology development to advance comprehensive and sustainable construction practices. Development and instruction of Construction Management courses that incorporate emerging themes such as aging, gerontology, and age-friendly built environments. Design, construction, and management of senior living, healthcare, or other accessible facilities. Innovation in universal design and construction innovation that supports mobility, accessibility, and independent living across the lifespan. Professional registration, licensing or the ability to become licensed, or certifications related to the construction discipline. Demonstrated record of scholarly/creative achievement through presentation, publication, and/or performance commensurate with career stage. Relevant professional experience in the United States construction industry or comparable international experience. Knowledge, Skills & Abilities : Knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s). Understanding how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals. Knowledge of critical thinking processes and understanding how to help learners develop high level questioning skills. Knowledge and skill in the use of inquiry-based instructional models and strategies. Knowledge and ability to use technology in various teaching modalities (e.g. Face-to-face, synchronous online or asynchronous online). Ability to collaborate with stakeholders both within and outside the University in the development and delivery of instruction, resulting in improved student learning. #J-18808-Ljbffr