This position may include a combination of day, evening, weekend, extension site, and online or hybrid assignments.
Southwestern Community College District seeks faculty who will foster an inclusive learning environment through equity-minded teaching, leadership, and service to students working toward goals of university transfer, associate degree and certificate completion, employment advancement, and personal growth.
THE COLLEGE
Southwestern Community College District is a single college district providing higher education in Chula Vista, San Ysidro, Otay Mesa, National City and Coronado. SCCD’s strategic south San Diego County locations position the College to provide exceptional service to a binational community on the U.S.-Mexico International Border. SCCD is one of 20 initial California Guided Pathways colleges and is known for its excellent learning communities. As a designated Hispanic Serving Institution, the College values equity, inclusion, and culturally responsive andragogy for all students.
The College is dedicated to providing quality academic programs, comprehensive student support services that ensure equitable access, and clear pathways to student success. These efforts include professional development opportunities, employee-led affinity groups, proud commitment to DACA students, and supportive employee onboarding practices.
OUR STUDENTS
Southwestern Community College District currently enrolls approximately 28,000 students annually. SCCD is comprised of 69% Hispanic students, 10% Caucasian students, 8% Filipino students, 5% African American students, and 3% Asian students. Approximately 63% of the College’s students are under the age of 24 with 23% between the ages 25-39. Our students’ gender demographics are represented by 55% female and 44% male.
OUR VALUES
We value the ability to serve students from a broad range of cultural heritages, academic backgrounds, genders, abilities, and orientations. We seek applicants who demonstrate they understand the benefits diversity brings to a professional educational community. Successful candidates will be expected to exhibit responsiveness and sensitivity to and understanding of the diverse academic, cultural, gender identity, gender expression, sexual orientation, disability, religious, and ethnic and racial backgrounds of community college students and employees, and successfully foster and support an inclusive educational and employment environment. An equity-minded individual is a person who already does or has demonstrated the desire to:
- Critically self-assess their individual impact, through teaching practices and student engagement, on closing equity gaps and holds themselves accountable to upholding and delivering equitable practices.
- Reframe deficit language and take individual and collective responsibility to look at their own practices as a vehicle to eliminate inequities.
- Encourage positive race-consciousness and embrace human differences.
- Strategically encourage and build buy-in and participation among colleagues for equity efforts.
Southwestern Community College District seeks faculty who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational goals.
SUMMARY DESCRIPTIONUnder general direction of the Dean of Instructional Support Services (ISS), plan, organize, coordinate, and implement the Learning Assistance Services (LAS) programs; and perform a full range of administrative duties related to all Learning Assistance Services.
MINIMUM QUALIFICATIONSThe minimum qualifications to teach any master’s degree level discipline in which learning assistance or tutoring is provided at the college where the coordinator is employed
ORA master’s degree in education, educational psychology, or instructional psychology, or other Master’s degree with emphasis in adult learning theory.
- Additional assessment is required for applicants with foreign degrees from colleges or universities outside of the United States. Applicants must have their coursework evaluated by a professional association that is a member of the National Association of Credential Evaluation Services (NACES) and must submit a copy of the evaluation with the application.
Before scanning attachments, remove/redact sensitive, confidential information such as date of birth, social security number, address and photograph.Candidates must exhibit an appreciation of, a sensitivity to, and respect for a rich and diverse academic environment, inclusive of students, faculty, and staff of varying social, economic, cultural, ideological and ethnic backgrounds, and those with disabilities. Experience working in a community with a similar diversity pattern as is found in the service area for Southwestern College is desirable.
EQUIVALENCY (Faculty Positions Only)
To teach classes at Southwestern Community College District, an applicant must have completed coursework that meets the California Community College’s Chancellor’s Office Minimum Qualifications for Faculty. In some cases, an applicant who does not possess the exact degree title(s) listed by the State may meet State requirements for equivalency. In this case, the District follows a process to determine equivalency. If this is the case, please complete the Supplemental Equivalency Application for Academic Employment and upload this form with your online application.
KNOWLEDGE AND ABILITIESKnowledge of:- Learning assistance theory, best practices, and operations.
- Teaching, learning, and collaborative tutoring strategies.
- Principles and practices of program development, administration, and review.
- Interpersonal skills using tact, patience, and courtesy.
- Oral and written communication skills.
Ability to:- Manage, direct, and provide effective leadership for Learning Assistance Services programs.
- Analyze and assess programs, policies, and operational needs and make appropriate adjustments.
- Identify and respond to sensitive community and organizational issues, concerns, and needs.
- Inspire a team approach involving diverse constituencies to share a vision and develop programs.
- Analyze problems, identify alternative solutions, project consequences of proposed actions, and implement recommendations in support of goals.
- Prepare clear and concise administrative and financial reports.
- Work with and exhibit sensitivity to and understanding of the diverse racial, ethnic, disabled, sexual orientation, and cultural populations of community college students.
- Establish and maintain effective working relationships with those contacted in the course of work.
ESSENTIAL DUTIES- Plan, develop, organize, coordinate, and implement the District’s LAS programs including the Academic Success (Tutorial) Center at the Chula Vista campus and Higher Education Centers.
- Participate in the development and implementation of the goals, objectives, and priorities for assigned operations and activities; develop and implement procedures to disseminate information to all constituencies of the College about the goals, objectives, procedures, and needs of the various components of Learning Assistance Services.
- Develop and implement a range of tutorial services that serve the needs of the student population; design and conduct workshops/tutorial sessions for students to improve their learning and academic success.
- Facilitate coordination between all components of Learning Assistance Services and the campus community including Schools/Centers, Student Services, and special programs, grants, projects and populations.
- Collaborate with discipline faculty to ensure tutor training meets the needs of their discipline; consult with academic departments to ensure the integrity of the tutorial services provided in course and subject areas.
- Conduct a variety of organizational and operational studies; direct and participate in the preparation of a variety of statistical and narrative reports, records, proposals, and files related to Learning Assistance Services; make presentations on a variety of learning assistance topics.
- Oversee and participate in the evaluation of tutors in relation to tutoring techniques and applications and monitor their effectiveness in leading students to become independent learners; meet with tutors when improvement plans are developed.
- Provide input to ISS Dean and, along with the Tutorial Center Coordinator and the Director of IT, monitor the positive attendance tracking process used in tutoring labs and centers in regard to adherence to Title 5 regulations for apportionment for tutoring; inform the Dean of Instructional Support Services if necessary changes are needed for compliance; serve as the instructor of record for NC 3: Supervised Tutoring.
JOB DESCRIPTION: Learning Assistance Services Faculty CoordinatorSALARY SCHEDULE: Academic Contract 11-Month
Faculty members are encouraged to continue their professional development through additional study qualifying them for advancement on the salary schedule.
Benefits include a choice of medical plans, dental coverage, vision, sick leave, and an optional tax deferred flexible benefit plan. Coverage is offered for employees and all eligible dependents.
Academic employees participate in the State Teachers’ Retirement System, a defined-benefit retirement plan through the State of California.
PHYSICAL DEMANDS AND WORKING ENVIRONMENT
This is a non-telecommuting position.
Environment: Work is performed primarily in a standard office setting with frequent interruptions and distractions; extended periods of time viewing computer monitor; possible exposure to dissatisfied individuals.
Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to occasionally stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination including use of a computer keyboard; and to verbally communicate to exchange information.
Vision: See in the normal visual range with or without correction.
Hearing: Hear in the normal audio range with or without correction.
TENTATIVE TIMELINE (Subject to change): Any application received after the initial deadline is not guaranteed a review.
June 24-July 13, 2025 | Position advertised; District receives applications |
July 13, 2025 | Initial screening deadline for guaranteed consideration. Position is open until filled. |
July 21-31, 2025 | Reviewing of applications. |
August 4-7, 2025 | Search Committee interviews candidates. |
August, 2025 | Second level interviews for top candidates. |
August/September, 2025 | Successful applicant’s name submitted to the Governing Board for approval. |
