Reading and Writing Center Coordinator (80%) / English Assistant Professor (20%)
Position Summary
The faculty member shall be responsible for the following: coordination of instructional programs and/or teaching assigned classes under the supervision of the area dean; helping students fulfill their maximum potential in mastering course content; assessing student learning outcomes; maintaining a thorough and up-to-date knowledge in their regular teaching field; continuing professional development; utilizing current technology in the performance of job duties; maintaining standards of professional conduct and ethics appropriate to the professional position; assisting with articulation and curriculum development and review; serving on college committees and participating in faculty governance including accreditation and student co-curricular activities; assuming other responsibilities as assigned by the area dean; fulfilling other duties and responsibilities of a full-time faculty member.
The assignment may include instructing classes, which could result in an Coordinator/Instructional split assignment.
Folsom Lake College is committed to employees:
- Teaching co-requisite support and standalone writing courses using culturally-responsive teaching strategies
- Participating in equity-minded professional development with a focus on closing equity gaps
- Developing and practicing equitable, anti-racist pedagogy and teaching practices at all three campuses
- Actively engaging in department responsibilities, such as curriculum revision, student learning outcomes assessments, norming sessions, and faculty evaluation
Position Salary Information:
Initial maximum salary placement is based on academic degree, upper/graduate level units earned, and/or related professional occupational experience per the Los Rios College Federation of Teachers Contract (Download PDF reader) (the initial maximum placement is Class V, Step 8). For more information on the step placement process, please click here.
Typical Duties
Coordinator duties may include, but are not limited to:
- Coordinating, Directing, Overseeing, Evaluating, and Promoting the Reading and Writing Center at all three sites, Including on ground tutoring, online tutoring, and embedded tutoring programs
- Conducting regular tutor training meetings
- Recruiting, training, and evaluating tutors
- Collaborating in the development of budgets for the Reading and Writing Center
- Day to day management of schedule and conflict management
- Evaluating the tutoring program, including analysis of program retention and effectiveness, and any appropriate reporting
- Facilitating the coordination of existing and future Reading and Writing Center programs and resources at all sites, including working with faculty in meeting learning needs of students
- Coordinating with other Instructional and student services on campus
- Developing/Expanding the Writing Across the Curriculum Program
- Collaboration with Learning Skills and Tutoring Services to support students
- Teaching general English courses as assigned, including ENGL C1000, ENGWR 33, ENGL C1OO1, ENGWR 301, creative writing, or literature classes, or other writing courses as assigned.
- Performing other duties as assigned
The instructional assignment may include, but is not limited to, teaching the following courses:
- ENGWR 39 — Basic Writing Skill Development
- ENGWR 46 — Individual Writing Skills
- ENGWR 48 — Individualized Vocabulary Skills
- ENGLB 71 — Reding and Writing Across the Curriculum
To view a complete list of courses for this discipline, please visit the Programs and Majors webpage for the specific campus:
Minimum Qualifications
- Master’s in English, literature, comparative literature, or composition; OR Bachelor’s in any of the above AND Master’s in linguistics, TESL, speech, education with a specialization in reading, creative writing or journalism; OR the equivalent. All degrees must be from an accredited institution, completed by August 20th, 2026.
- Have an equity-minded focus, responsiveness, and sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, including those with physical or learning disabilities as it relates to differences in learning styles; and successfully foster and support an inclusive educational and employment environment.