Position Description: The Writing division in the University of Central Arkansas’s School of Communication invites applications for a tenure-track Assistant Professor position in our First-Year Writing program. Teaching load is 4/4 (12 hours per semester). The successful candidate must have experience teaching college writing and should be a specialist in rhetoric and composition, professional writing, or a closely related field. Successful candidates will have strong interest and experience in first-year writing.
The University of Central Florida Department of Writing and Rhetoric is pleased to invite applications for two positions in the department at the rank of instructor or lecturer. These positions are full-time, nine-month, non-tenure-track academic appointments with a 4/4 teaching load. The successful applicants will teach first-year composition courses (ENC 1101 and/or 1102) with the potential to teach upper-level courses such as Professional Writing, Professional Editing, Writing in Digital Environments, and/or Literacy and Technology, among others.
The University Writing Program at the University of California, Davis invites applicants for a tenure-track faculty position in Rhetoric and Composition: Entry-Level Writing. We are seeking teachers/scholars with ongoing research in basic writing, writing assessment, and/or writing program administration (WPA). Interest in and potential to administer an entry-level writing program is required. Knowledge of first-year composition programs and multilingual writers (ESL) is beneficial.
The Department of English at Columbus State University invites applications for a full-time, tenure track Assistant Professor of English | Director of First Year Composition. This position is available August 2017.
The Department of English at NC State University invites applications for an Assistant Professor to play an active role in the administration of our First-Year Writing Program. Our program serves approximately 4000 students each year, and it was awarded a Writing Program Certificate of Excellence by the Conference on College Composition and Communication in 2009. The curriculum focuses on academic writing across disciplines, with an emphasis on writing technologies.
The Department of English in the School of Liberal Arts and Sciences at Oklahoma City University invites applications for a nine-month, tenure-track faculty position beginning Fall 2017.
Primary teaching responsibilities include first-year writing courses with opportunities to teach in appropriate secondary area(s). The required teaching load of 21credit hours per year will be adjusted for first academic year.
The Department of Writing, Rhetoric, & Discourse (WRD) at DePaul University invites applications for a tenure-line position at the rank of Assistant Professor to begin September 2017. We seek candidates with a dedicated commitment to writing program administration and composition pedagogy. Preference will be given to candidates with doctoral preparation and an active research agenda in writing program administration. Experience as a WPA is also highly desirable.
The University of California, Santa Barbara, Writing Program invites applications for full-time lecturers to join a vibrant and dynamic program, beginning in the 2017-18 academic year. Lecturers teach lower- and upper-division courses, including introductory writing courses for a variety of students and advanced courses in academic, interdisciplinary, and professional areas. The Writing Program also has a professional writing minor. Additionally, Writing Program lecturers are integrally involved in program governance, development, and innovation.
Tenure–track Assistant Professor and Director of Writing. Doctorate or ABD, completion within one year, in communication related field required. Experience with teaching introductory and upper division writing at the college level is also required. The positon is also responsible for directing, coordinating, budgeting, scheduling, and assessing writing instruction at all levels on the Montana Tech campuses. Successful applicants should demonstrate a commitment to student-centered learning and a knowledge of rhetorical principles, and their application to writing and writing instruction.