Position Summary
Who We Are: Mott Community College is student-centered and mission-driven to ensure that all our students thrive and reach their fullest potential. As an institution, we are action-oriented and intentional in dismantling every systemic barrier that prevents the excellence of students from underrepresented communities. As Mott Community College deepens its commitment to equity, it is of the highest priority that we focus our hiring process to seek individuals with the expertise to lead our institution in serving students from underrepresented communities. This is an opportunity for the college community to continue to act upon our values but more importantly for the empowering of our students’ self-efficacy, for cultivating a sense of belonging, and for the diversity of our entire student body being reflected in a position of power in the classroom. Purpose, Scope & Dimension of Job: Faculty facilitate student learning and initiate and participate in efforts to consistently improve the level of student success. As learning facilitators, faculty consistently assess learning outcomes and their own teaching effectiveness. As professionals, faculty adhere to the ethical standards of their profession as outlined, for example, by the NEA , the State of Michigan, the Registry of Interpreters for the Deaf, the American Sign Language Teachers Association, and other relevant professional organizations. Where applicable, faculty maintain licensure and certifications. In addition, full-time faculty have the following key responsibilities which are described more fully below in the Essential Duties/Major Accountabilities section: Professional development Curriculum Development Collegial Responsibilities Actively participate in efforts focused on the College’s operational success Communication Safety Specific Teaching Assignment: Faculty member will be responsible for teaching courses in American Sign Language and the Sign Language Interpreter Education program. Teaching assignments may include American Sign Language, Deaf culture, interpreting theory, ASL /English interpreting, transliterating, ethics and professional standards, practicum preparation, and related courses. The program prepares students to communicate effectively in American Sign Language and to acquire the knowledge, skills, ethical judgment, and professional dispositions needed for entry-level interpreting work or transfer to a baccalaureate-granting institution in ASL , Deaf Studies, and sign language interpreting-related fields. Supervisory Responsibility: Faculty are sometimes called upon to perform quasi-supervisory responsibilities, particularly in their role as Coordinators. This position is expected to serve as Coordinator for the American Sign Language department and Sign Language Interpreter Education program. Coordinator responsibilities may include, but are not limited to, curriculum coordination, course and program assessment, course scheduling recommendations, adjunct faculty support, program review, student advising related to the program, coordination with practicum or field experience partners, advisory committee support where applicable, and collaboration with the Dean on enrollment, staffing, recruitment, retention, transfer, and program improvement. Coordinator responsibilities may also include Perkins-related duties, including assisting with the preparation of annual Perkins project and/or equipment proposals; identifying program needs aligned with Perkins-eligible activities; coordinating implementation of Perkins-funded projects; supporting documentation, reporting, purchasing, and assessment related to Perkins-funded initiatives; and working with the Dean and appropriate College offices to ensure that Perkins-funded activities support student success, program quality, and career and technical education outcomes. Prior leadership, coordination, mentoring, program administration, grant-funded project coordination, or comparable experience is preferred.
Minimum Requirements
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 1. Master’s degree in American Sign Language, Sign Language Interpretation, Interpreter Education, Deaf Studies, Linguistics, Communication, Education, or a closely related field, with a minimum of 18 graduate hours in American Sign Language, Sign Language Interpretation, Interpreter Education, Deaf Studies, Linguistics, or a closely related discipline. 2. Current nationally or state recognized interpreting certification, such as RID National Interpreter Certification ( NIC ), Certified Deaf Interpreter ( CDI ), Board for Evaluation of Interpreters Advanced ( BEI Advanced) or an ASLPI Score of 3+ or higher. 3. Previous post-secondary level teaching experience in American Sign Language, Sign Language Interpretation, Interpreter Education, Deaf Studies, or a closely related field. 4. Professional experience in ASL /English interpreting, interpreter education, Deaf community engagement, or a closely related area. 5. Demonstrated proficiency in American Sign Language and English, including the ability to teach ASL , Deaf culture, and/or interpreter education courses effectively. 6. Understanding of and commitment to community college teaching, mission, and philosophy. 7. Innovative, flexible, and positive teaching style and understanding of the needs of students from diverse linguistic, cultural, and educational backgrounds. 8. Familiarity with computer-based instruction, distance learning, learning technologies, competency-based instruction, and modularized courseware. 9. Language Skills: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, governmental regulations, accreditation standards, and professional standards related to ASL , Deaf Studies, and interpreting. Ability to write reports, business correspondence, procedure manuals, curriculum documents, and assessment materials. Ability to effectively present information and respond to questions from students, colleagues, administrators, advisory committees, community partners, and members of the general public in English and, where appropriate, American Sign Language. 10. Mathematical Skills: Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to work with basic quantitative information used in assessment, enrollment analysis, program review, and student success reporting. 11. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 12. Technology Skills: Ability to integrate various technologies into teaching. 13. Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and college objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain collegial relationships with students, peers, staff, and administrators; skill in oral and written communication. A foreign degree must be certified, at the candidate’s expense, by a professional evaluation service.
Work Schedule
Although full-time faculty are obligated to teach during fall and winter, the nature of their full-time job requires them to perform many of their professional responsibilities year-round. Faculty are required to respond to students’ communications in a timely manner and will make additional provisions for student consultations as may be necessary and reasonable.
Who We Are: Mott Community College is student-centered and mission-driven to ensure that all our students thrive and reach their fullest potential. As an institution, we are action-oriented and intentional in dismantling every systemic barrier that prevents the excellence of students from underrepresented communities. As Mott Community College deepens its commitment to equity, it is of the highest priority that we focus our hiring process to seek individuals with the expertise to lead our institution in serving students from underrepresented communities. This is an opportunity for the college community to continue to act upon our values but more importantly for the empowering of our students’ self-efficacy, for cultivating a sense of belonging, and for the diversity of our entire student body being reflected in a position of power in the classroom. Purpose, Scope & Dimension of Job: Faculty facilitate student learning and initiate and participate in efforts to consistently improve the level of student success. As learning facilitators, faculty consistently assess learning outcomes and their own teaching effectiveness. As professionals, faculty adhere to the ethical standards of their profession as outlined, for example, by the NEA , the State of Michigan, the Registry of Interpreters for the Deaf, the American Sign Language Teachers Association, and other relevant professional organizations. Where applicable, faculty maintain licensure and certifications. In addition, full-time faculty have the following key responsibilities which are described more fully below in the Essential Duties/Major Accountabilities section: Professional development Curriculum Development Collegial Responsibilities Actively participate in efforts focused on the College’s operational success Communication Safety Specific Teaching Assignment: Faculty member will be responsible for teaching courses in American Sign Language and the Sign Language Interpreter Education program. Teaching assignments may include American Sign Language, Deaf culture, interpreting theory, ASL /English interpreting, transliterating, ethics and professional standards, practicum preparation, and related courses. The program prepares students to communicate effectively in American Sign Language and to acquire the knowledge, skills, ethical judgment, and professional dispositions needed for entry-level interpreting work or transfer to a baccalaureate-granting institution in ASL , Deaf Studies, and sign language interpreting-related fields. Supervisory Responsibility: Faculty are sometimes called upon to perform quasi-supervisory responsibilities, particularly in their role as Coordinators. This position is expected to serve as Coordinator for the American Sign Language department and Sign Language Interpreter Education program. Coordinator responsibilities may include, but are not limited to, curriculum coordination, course and program assessment, course scheduling recommendations, adjunct faculty support, program review, student advising related to the program, coordination with practicum or field experience partners, advisory committee support where applicable, and collaboration with the Dean on enrollment, staffing, recruitment, retention, transfer, and program improvement. Coordinator responsibilities may also include Perkins-related duties, including assisting with the preparation of annual Perkins project and/or equipment proposals; identifying program needs aligned with Perkins-eligible activities; coordinating implementation of Perkins-funded projects; supporting documentation, reporting, purchasing, and assessment related to Perkins-funded initiatives; and working with the Dean and appropriate College offices to ensure that Perkins-funded activities support student success, program quality, and career and technical education outcomes. Prior leadership, coordination, mentoring, program administration, grant-funded project coordination, or comparable experience is preferred.
Minimum Requirements
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 1. Master’s degree in American Sign Language, Sign Language Interpretation, Interpreter Education, Deaf Studies, Linguistics, Communication, Education, or a closely related field, with a minimum of 18 graduate hours in American Sign Language, Sign Language Interpretation, Interpreter Education, Deaf Studies, Linguistics, or a closely related discipline. 2. Current nationally or state recognized interpreting certification, such as RID National Interpreter Certification ( NIC ), Certified Deaf Interpreter ( CDI ), Board for Evaluation of Interpreters Advanced ( BEI Advanced) or an ASLPI Score of 3+ or higher. 3. Previous post-secondary level teaching experience in American Sign Language, Sign Language Interpretation, Interpreter Education, Deaf Studies, or a closely related field. 4. Professional experience in ASL /English interpreting, interpreter education, Deaf community engagement, or a closely related area. 5. Demonstrated proficiency in American Sign Language and English, including the ability to teach ASL , Deaf culture, and/or interpreter education courses effectively. 6. Understanding of and commitment to community college teaching, mission, and philosophy. 7. Innovative, flexible, and positive teaching style and understanding of the needs of students from diverse linguistic, cultural, and educational backgrounds. 8. Familiarity with computer-based instruction, distance learning, learning technologies, competency-based instruction, and modularized courseware. 9. Language Skills: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, governmental regulations, accreditation standards, and professional standards related to ASL , Deaf Studies, and interpreting. Ability to write reports, business correspondence, procedure manuals, curriculum documents, and assessment materials. Ability to effectively present information and respond to questions from students, colleagues, administrators, advisory committees, community partners, and members of the general public in English and, where appropriate, American Sign Language. 10. Mathematical Skills: Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to work with basic quantitative information used in assessment, enrollment analysis, program review, and student success reporting. 11. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 12. Technology Skills: Ability to integrate various technologies into teaching. 13. Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and college objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain collegial relationships with students, peers, staff, and administrators; skill in oral and written communication. A foreign degree must be certified, at the candidate’s expense, by a professional evaluation service.
Work Schedule
Although full-time faculty are obligated to teach during fall and winter, the nature of their full-time job requires them to perform many of their professional responsibilities year-round. Faculty are required to respond to students’ communications in a timely manner and will make additional provisions for student consultations as may be necessary and reasonable.