Associate Lecturer Positions in English (First-Year Composition)

The English Department at UMass Boston anticipates availability for non-tenure-track associate lecturers in English to teach up to four sections (12 credits) of first-year composition, to start in fall and occasionally spring semesters. Availability of courses depends on student enrollment and is not guaranteed beyond one semester. In addition to instruction, the successful candidates will be expected to follow standard departmental policies related to instruction and course coordination in multi-section classes. The Composition Program at UMass Boston offers a two-course sequence (ENGL 101 and 102) that is required for all UMass Boston students. Our curriculum is designed to support students’ development of writing knowledge and practice, as drawn from the discipline of rhetoric and composition/writing studies. Our program’s learning goals are listed here: https://www.umb.edu/academics/cla/english/composition_program

Required Qualifications:

• A master’s degree or PhD/PhD candidacy in rhetoric and composition, English, or a closely related field
• Demonstrated potential for excellence in instruction

Desired Qualifications:

A documented record of excellence in teaching postsecondary academic writing; demonstrated success in working with diverse student populations

 Please apply online with the following:

• a cover letter that describes (a) interest and experience in teaching postsecondary writing, (b) a brief statement of teaching philosophy, and (c) scheduling availability for the upcoming semester (fall or spring)
• a CV
• a list of three relevant professional references and their contact information.

Applications will be reviewed on a rolling basis until the positions are filled.

UMass Boston is an urban public research university with a teaching soul, whose impact is both local and global. We are the third most diverse university in the country - more than 60% of our undergraduate students come from minoritized communities and groups and more than half of our students are the first in their families to attend a college or university. Thus, our students come to us from richly diverse life experiences and backgrounds; they bring to our classrooms and research settings the robust range of perspectives growing out of the socio-cultural, economic, and historical contexts in which they have lived, along with the challenges they encounter, engage, and strive to overcome. We invite applications from candidates who engage the diverse life experiences of our student body, who appreciate that students bring their holistic selves into the academic setting, and who recognize and articulate how their own life experiences and backgrounds have shaped their journeys, practices, and commitments as researchers, scholars, and educators.