Department of University Studies (USTD) Parttime Lecturer Pool

 

 

California State University, San Bernardino (CSUSB) is a preeminent center of intellectual and cultural activity in the Inland Empire region of Southern California. Opened in 1965 and set at the foothills of the beautiful San Bernardino mountains, the university serves approximately 19,000 students. CSUSB is a federally recognized minority-serving and Hispanic-serving institution that reflects the dynamic diversity of the region and has the most diverse student population of any university in the Inland Empire: 74 percent of its students are members of underrepresented groups, 80 percent are first-generation, and 56 percent are Pell eligible. For more information on the campus, please visit the CSUSB website.

CSUSB employs 467 full-time faculty and offers 48 undergraduate, 35 graduate, and one doctoral degree programs and 14 academic programs with national accreditation. At CSUSB, diversity, equity and inclusion are values central to our mission. We recognize that diversity and inclusion in all its forms are necessary for our institutional success. By fully leveraging our diverse experiences, backgrounds and insights, we inspire innovation, challenge the status quo and create better outcomes for our students and community. As part of CSUSB’s commitment to hire, develop and retain a diverse faculty, we offer a variety of networking, mentoring and development programs for our junior faculty. We are committed to building and sustaining a CSUSB community that is supportive and inclusive of all individuals. Qualified applicants with experience in ethnically diverse settings and/or who demonstrate a commitment to serving diverse student populations are strongly encouraged to apply.

JOB SUMMARY

The USTD 1000 First Year Seminar course is designed to equip students with the skills, knowledge, and resources necessary to excel academically, navigate the challenges of university life, and foster a sense of community and belonging within the college environment. It addresses the unique opportunities faced by first year and first-generation students.

TYPICAL ACTIVITIES

Qualified candidates must demonstrate a commitment to excellence in teaching and mentoring a diverse student population and to working effectively with faculty, staff and students across a wide range of disciplines.

• Creating a welcoming and inclusive learning environment that encourages participation, collaboration, and mutual support among students.
• Delivering engaging and interactive seminar sessions that cover a variety of topics, including study skills, time management, critical thinking, academic writing, and career exploration.
• Facilitating discussions, activities, and assignments that encourage active participation, collaboration, and self-reflection among students.
• Providing mentorship, guidance, and support to students as they transition into college life and navigate academic challenges.
• Collaborating with campus resources, including academic advisors, academic support, and student affairs, to enhance the overall student experience and promote retention and success.
• Assessing progress, providing constructive feedback, and assisting in setting academic goals.

MINIMUM QUALIFICATIONS

• A minimum of a master’s degree (preferably in counseling, psychology, social work student development, higher education, public administration or a related field). 
• At least one year of teaching or work experience as a student facing professional in higher education.

 

REQUIRED QUALIFICATIONS

• A master’s degree (preferably in counseling, psychology, social work student development, higher education, public administration or a related field).
• Strong communication and interpersonal skills and a genuine commitment to diversity, equity, and inclusion practices and pedagogies.
• Experience working with first-generation college students or underserved student populations.
• Passion for student success and fostering a supportive and inclusive learning environment.
• Knowledge of best practices in supporting the needs of first-generation students.
• Ability to create an inclusive and supportive learning environment that recognizes and values the strengths and experiences of first-generation students. 

PREFERRED QUALIFICATIONS

• Experience teaching, advising or mentoring first year college students/students in transition.
• Knowledge of best practices in supporting the needs of first-generation students.
• Ability to adapt teaching strategies to meet the diverse needs and le