APPLICATION DEADLINE: Monday, February 13, 2023
ESSENTIAL FUNCTIONS OF POSITION: Santa Barbara City College is seeking a full-time, tenure track faculty member position in the Art - History Program to start in Fall 2023.
The position is open to candidates with expertise in any of the following areas: Art of the Americas, Africa, Asia or Oceania. The position will entail teaching surveys in a range of the above listed subject areas and Visual Literacy from a global perspective.
Teaching modalities will include in person and online with at least half of courses taught in person and a consistent presence on campus. Other responsibilities and opportunities include participation with fellow faculty members to maintain the academic program of the Art Department including serving as Art Department chair, participation in the shared governance of the college with committee assignments, and collaborative work on development and maintenance of the Art History program.
This position offers opportunities to collaborate with our Director on exhibitions and engage students using SBCC’s dedicated exhibition space,The Atkinson Gallery. This gallery is an accredited exhibition space and currently affiliated with the Getty Center’s Pacific Standard Time initiatives.
The college is located on the coast in close proximity to the vibrant art scene in Los Angeles.
Candidates must possess the minimum qualifications for the discipline as approved by the California Community Colleges Board of Governors and defined in the Minimum Qualifications for Faculty and Administrators in California Community Colleges handbook.
1. Master’s in art history, history of art and architecture or visual culture/visual studies OR,
2. Bachelor’s in art history and master’s in history OR,
3. Master’s in art with a recorded emphasis or concentration in art history.
4. Possess a combination of education and experience that is at least the equivalent to all of the above. Candidates making an application on the basis of equivalency must submit an Application for Equivalency in addition to all other required material.
5. Evidence of a sensitivity to and understanding of the diverse academic, socioeconomic, culture, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty and staff.
If the title of your degree as stated on your transcripts DOES NOT EXACTLY MATCH one of the degree titles listed in the minimum qualifications listed above, you must request an equivalency review and submit conclusive supporting documents at the time of application. Those documents include a completed SBCC Equivalency Crosswalk and a narrative synopsis of your educational background justifying equivalency
•Possession of a Ph.D. and teaching experience in one or more of the listed specialties Art of the Ancient Americas, Africa, Asia, or Oceania.
•Commitment and experience teaching at the community college level.
•Experience teaching surveys in a range of the above listed subject areas and Visual Literacy from a global perspective. Teaching modalities will include in person and online with at least half of courses taught in person and a consistent presence on campus.
•Ability to update one’s skills, keep current with emerging trends in industry and make appropriate program modifications that reflect these trends.
•Knowledge of instructional strategies for promoting student learning.
•Commitment to the community college mission.
•An understanding of the implications a Hispanic-Serving designation suggests for institutional, departmental, and instructional practices.
•An understanding of how historical patterns of exclusion of racially and/or ethnically minoritized students within Higher Education shape patterns of participation and outcomes within the classroom.
•Evidence of working effectively with racially and/or ethnically diverse populations.
•Evidence of responsiveness to and understanding of students with different ability statuses (e.g. physical and/or learning)
•An understanding of anti-racist and culturally-responsive pedagogical practices which honor and respect what students bring to the classroom and uses students’ prior knowledge and/or lived experiences to inform instruction.
• Evidence of working effectively with post-traditional students
WORKING CONDITIONS OF EMPLOYMENT:
The work environment and physical demands described here are representative of those required by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Indoor and outdoor instructional classroom work environment Subject to variable work hours Driving a vehicle to conduct work Constant interruptions PHYSICAL DEMANDS: (with or without provision of reasonable accommodation) Hearing and speaking to exchange information. Ability to remain in a stationary position (sitting or standing) for an extended period of time. Communicating and expressing oneself clearly on a variety of topics in conversations with, and presentations to, staff, students, and members of the community. Reaching overhead, above the shoulders and horizontally. Reaching, bending and stooping to retrieve materials. Lifting, carrying materials to and from teaching locations. Pushing, pulling assistive tools for transporting materials. Regular operation of a computer keyboard, calculator, and other normal office equipment. Reading a variety of complex materials. Mobility as required on campus and between locations to monitor student activities.