Biology (Physiology) Tenure Track Faculty

The Evergreen State College seeks a regular* faculty colleague to teach biological science in a wide range of interdisciplinary courses and programs. Candidates must demonstrate a strong commitment to undergraduate teaching at all levels, including teaching in the established biological sciences and health sciences curriculum. The successful candidate must be able to teach physiology at the organismal level and beyond to cellular and molecular levels. Candidates should able to teach in an additional specialty area(s) related to human health (for example: genetics, immunology, toxicology, cell biology, medical microbiology, endocrinology).

Candidates must have teaching expertise in a degree-granting program at the undergraduate program level, including lecture preparation and delivery, curriculum development, and course coordination. Additionally, candidates must possess a demonstrated commitment to excellent pedagogical inquiry and a demonstrated interest in teaching-related scholarly activities.

Candidates must have a strong commitment to supporting undergraduate research projects. The ability to support research projects related to human health is particularly desirable. This position offers the possibility of collaborations with other biologists and colleagues in the sciences as well as in the arts, humanities, and social sciences.

Evergreen organizes its curriculum through interdisciplinary studies (rather than through departments and courses), so the ideal candidate would show the potential for working across disciplines with faculty colleagues. In addition to teaching, faculty are expected to advise and mentor students and participate in Evergreen’s system of shared governance.

*Regular is equivalent to tenure-track at other colleges. A complete description of the continuing contact and conversion process can be found in the Collective Bargaining Agreement

 

Most faculty will teach in full-time, team-taught, 16-credit programs connected by a particular theme or line of inquiry. Faculty are generally responsible for evaluating 25 students/quarter, though their programs may include up to 50-75 students, depending on the size of their teaching team. This arrangement allows for in-depth, interdisciplinary and experiential learning, and the building of strong learning communities. Faculty are also responsible for advising students as they reflect on their learning process, develop a pathway of study, and formulate their own areas of concentration.

Our teaching is student-centered, which means we are interested in helping students develop strong skills in critical thinking, problem solving, communication and collaborative work. Because over 80% of our students come from underserved and marginalized groups, we are particularly invested in approaches to teaching that emphasize diversity and equity, that provide opportunities for challenge and growth, and that foster a learning environment where all are welcome and all can learn from each other.

 

Evergreen is an innovative, public, liberal arts college emphasizing integrated interdisciplinary study and collaborative team-teaching throughout the undergraduate curriculum and in three graduate programs. Teaching is the central work of the faculty at both the undergraduate and graduate levels. Successful teaching at Evergreen requires broad-ranging intellectual curiosity, the ability to formulate interdisciplinary questions, and the pedagogical skills to support our diverse student population.

MINIMUM QUALIFICATIONS:

• Ph.D. in the biological sciences or subdiscipline;
• College level teaching experience;
• Ability to teach human physiology in biology and health science curricula; specifically curricula that would satisfy medical school and related graduate training in health sciences
• Ability to teach additional specialty area with connection to human health (ex: genetics, immunology, toxicology, cell biology, medical microbiology, endocrinology);
• Commitment to undergraduate teaching at all levels;
• Ability to support undergraduate research projects;
• Commitment to teaching in an interdisciplinary context; and
• Strong interest in contributing to a curriculum that emphasizes connecting theory to practice.