Our curriculum is grounded in a holistic view of teaching, learning, and doing. It is outcomes-based and guided by four overarching learning outcomes:

• Think critically, creatively, and reflectively
• Learn actively
• Interact in diverse and complex environments
• Communicate with clarity and originality

Associate faculty members are expected to foster student achievement of discipline-specific learning outcomes as well as college-wide and transfer degree learning outcomes.

Assessment is key to the design of the curriculum and the success of students. Consequently, a heavy emphasis is placed on continuous authentic assessment of student learning, instructional programs and practices, and institutional effectiveness. Associate faculty will be invited to play a key role in assessing outcomes in these areas.

The curriculum is designed to meet student needs. Classes will be delivered in a variety of timeframes and delivery formats including (but not limited to) learning communities, technology-based distance education, Instructional Television (ITV), and modularized instruction. Classes may be offered in daytime, evening, weekend, short-term, accelerated, self-directed, or asynchronous (online, telecourse, etc.) formats or combinations of several formats. Some classes may be offered in open-entry, open-exit format.

Under the direction and supervision of the associate dean, associate faculty will engage in a variety of learning support activities such as:

• Design, develop, and assess curriculum
• Prepare and teach assigned classes
• Assess student learning and instructional/institutional practices
• Facilitate student learning through in-class and out-of-class activities
• Identify course and program learning outcomes
• Identify and implement assessment measures to achieve course, program, and college learning outcomes
• Identify and implement assessment measures to achieve course, program, and college learning outcomes
• Maintain up-to-date knowledge of teaching field(s), adult learning, and trends in community colleges
• Incorporate pedagogies that support best learning practices

Cascadia expects associate faculty to display the following attributes:

• Collaborative work skills
• Commitment to interdisciplinary learning
• Commitment to diversity, equity and inclusion and the ability to work effectively in a diverse workplace and educational environment
• High levels of energy, creativity, and motivation to design and implement effective teaching and learning practices
• Tolerance for ambiguity and change
• Experience in facilitating the success of individuals representing a broad range of academic, socioeconomic, cultural, ethnic, and ability backgrounds
• Experience with non-traditional teaching methods

These are part-time, non-tenure track positions.

We view the associate faculty as integral parts of Cascadia and are committed to facilitating their professional growth and development. Accordingly, opportunities for additional non-classroom employment may also be available (instructional/program leadership, tutor/learning assistance, institutional governance, assessment, curriculum development). Compensation is highly competitive.

1. In compliance with the Immigration Reform and Control Act of 1986 (IRCA), proof of authorization to work in the U.S. will be required at the time of hire.

2. Cascadia maintains a drug-free work and learning environment and prohibits smoking in all college buildings and state-owned vehicles. Cascadia employees must be able to successfully work in and promote a multicultural and diverse work and educational environment.

Cascadia recognizes the Cascadia College Federation of Teachers (CCCFT)

CCCFT is the exclusive representative for faculty at Cascadia College. As a condition of employment, all faculty shall become members of the CCCFT or pay a representation or non-association fee equal to the membership dues. Dues or fees are paid via payroll deduction.