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- Tasks: Teach first-year writing in an engaging workshop setting, focusing on critical thinking and communication skills.
- Company: Regis College is a vibrant educational community committed to inclusive excellence and student success.
- Benefits: Enjoy a collaborative environment with provided materials and flexible teaching times.
- Why this job: Shape the next generation of writers while fostering creativity and critical thinking in a supportive atmosphere.
- Qualifications: MA or PhD in English required; prior teaching experience and commitment to inclusivity are essential.
- Other info: Classes run from September to December 2025, with multiple sections available on campus.
The predicted salary is between 36000 - 60000 £ per year.
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Summary
The Writing Program at Regis College is seeking an Adjunct Lecturer for the fall 2025 semester for EN105: Reading, Thinking, and Writing I. This course is part I of the two-semester first-year writing sequence. It provides a workshop setting in which first-year students explore writing for learning and communication. The seminar focuses on the complementary skills of speaking, listening, responding, and reading and thinking critically. Emphasis in the workshop is on process, peer group work, and constant revision. Course work involves exploration of digital and information literacies, creative and critical thinking, and attention to purpose and audience for writing in multiple genres. It is a 15-week course that meets twice a week for 1 hour and 15 minutes; there are multiple sections available. Class materials will be provided.
- Class begins on September 2, 2025, and runs through December 6, 2025.
- Course sections are taught in person on the Weston, MA campus.
- Lecture: Wednesdays and Fridays, 11:00 am to 12:15 pm and 12:30 pm to 1:45 pm with additional times available.
Description
Summary
The Writing Program at Regis College is seeking an Adjunct Lecturer for the fall 2025 semester for EN105: Reading, Thinking, and Writing I. This course is part I of the two-semester first-year writing sequence. It provides a workshop setting in which first-year students explore writing for learning and communication. The seminar focuses on the complementary skills of speaking, listening, responding, and reading and thinking critically. Emphasis in the workshop is on process, peer group work, and constant revision. Course work involves exploration of digital and information literacies, creative and critical thinking, and attention to purpose and audience for writing in multiple genres. It is a 15-week course that meets twice a week for 1 hour and 15 minutes; there are multiple sections available. Class materials will be provided.
- Class begins on September 2, 2025, and runs through December 6, 2025.
- Course sections are taught in person on the Weston, MA campus.
- Lecture: Wednesdays and Fridays, 11:00 am to 12:15 pm and 12:30 pm to 1:45 pm with additional times available.
Essential Functions
- Teach EN105: Reading, Thinking, and Writing I (lecture) as a synchronous, in-person course and engage with all responsibilities associated with teaching the section: grading, office hours, student engagement, alignment with other course sections, academic assessment.
Qualifications
Requirements
- An earned MA or PHD in English or related field
- Demonstrated evidence of prior teaching experience at the undergraduate level
- Commitment to creating an inclusive classroom learning environment in keeping with the University\’s commitment to inclusive excellence in a diverse educational community.
- Demonstrated ability to collaborate with other Writing faculty to ensure consistency across class sections.
- Demonstrated familiarity with academic assessment.
- Familiarity with the learning management system Moodle is preferred, but not required.
Working Conditions/Physical Demands
- Normal office environment, not subject to extremes in noise, odors, etc.
The above statements are intended to describe the general nature and level of work being performed by people assigned to do this job. The above is not intended to be an exhaustive list of all responsibilities and duties required.
External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act, must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case-by-case basis.
In employment, as in education, Regis College is committed to equal opportunity. Regis does not discriminate on the basis of race, color, age, religion, creed, sex, gender identity or expression, sexual orientation, ethnic or national origin, ancestry, citizenship, marital or parental status, physical or mental disability, genetic information, pregnancy, veteran’s status, membership in uniformed services or any other protected status.
Seniority level
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Seniority level
Mid-Senior level
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Employment type
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Job function
Education and Training
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Industries
Higher Education
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Adjunct Lecturer, Writing Program employer: Regis College
Contact Detail:
Regis College Recruiting Team
StudySmarter Expert Advice 🤫
We think this is how you could land Adjunct Lecturer, Writing Program
✨Tip Number 1
Familiarise yourself with the course content of EN105: Reading, Thinking, and Writing I. Understanding the key themes and skills that will be taught can help you articulate your teaching philosophy and approach during any interviews.
✨Tip Number 2
Network with current or former faculty members from the Writing Program at Regis College. They can provide valuable insights into the department's culture and expectations, which can help you tailor your application and interview responses.
✨Tip Number 3
Prepare to discuss your experience in creating inclusive classroom environments. Given the emphasis on diversity at Regis College, showcasing your commitment to inclusivity can set you apart from other candidates.
✨Tip Number 4
If you have experience with Moodle or similar learning management systems, be ready to share specific examples of how you've used these tools to enhance student engagement and learning outcomes in your previous teaching roles.
We think you need these skills to ace Adjunct Lecturer, Writing Program
Some tips for your application 🫡
Tailor Your CV: Make sure your CV highlights relevant teaching experience, particularly in writing or English. Emphasise any workshops or courses you've taught that align with the EN105 curriculum.
Craft a Strong Cover Letter: In your cover letter, express your passion for teaching writing and your commitment to creating an inclusive classroom environment. Mention specific strategies you would use to engage first-year students in critical thinking and writing.
Showcase Your Qualifications: Clearly outline your academic qualifications, such as your MA or PhD in English or a related field. Include any relevant certifications or training that demonstrate your expertise in teaching writing.
Highlight Collaborative Experience: If you have experience collaborating with other faculty members, mention it. Discuss how you can work with other Writing faculty to ensure consistency across class sections, which is essential for this role.
How to prepare for a job interview at Regis College
✨Showcase Your Teaching Experience
Be prepared to discuss your previous teaching roles, especially at the undergraduate level. Highlight specific examples of how you've engaged students and facilitated learning in a workshop setting.
✨Emphasise Inclusivity
Since the role requires a commitment to creating an inclusive classroom environment, be ready to share your strategies for fostering diversity and inclusion in your teaching practices.
✨Familiarity with Course Content
Brush up on the course material for EN105: Reading, Thinking, and Writing I. Be ready to discuss how you would approach teaching the course and what methods you would use to encourage critical thinking and peer collaboration.
✨Collaboration with Faculty
Demonstrate your ability to work collaboratively with other faculty members. Discuss any past experiences where you ensured consistency across different sections of a course or collaborated on academic assessments.
