Adjunct Instructor - College Prep Reading/Writing

Role summary

Adjunct Instructor - College Prep Reading/Writing is a role at Harris-Stowe State University in St. Louis, Missouri, United States (on-site). Posted 2026-08-04. Experience level: 2-5.

Job title

Adjunct Instructor - College Prep Reading/Writing

Company

Harris-Stowe State University

Location

St. Louis, Missouri, United States

Work arrangement

on-site

Category

Software Engineering

Experience level

2-5

Date posted

2026-08-04

Job description

Job Summary

The College Prep Reading and Writing Instructor is responsible for providing high-quality instruction in developmental and college preparatory reading and writing courses designed to prepare students for success in college-level coursework. The instructor employs evidence-based instructional practices that promote the development of reading comprehension, critical thinking, academic writing, grammar, and communication skills while fostering an inclusive, engaging, and student-centered learning environment. The successful candidate demonstrates a strong commitment to student learning, academic excellence, assessment of student learning outcomes, continuous instructional improvement, and the mission and values of Harris-Stowe State University. The instructor collaborates with faculty and student support services to promote student persistence, retention, and academic success.

Essential Duties and Responsibilities

• Deliver high-quality instruction in developmental and college preparatory reading and writing courses using student-centered, evidence-based instructional strategies.

• Develop, maintain, and revise course syllabi, lesson plans, instructional materials, assignments, and assessments that align with approved course learning outcomes, departmental objectives, and institutional goals.

• Evaluate student learning through formative and summative assessments and use assessment data to improve instructional effectiveness and student achievement.

• Maintain accurate and timely records of attendance, grades, student progress, and other required academic documentation in accordance with University policies and FERPA regulations.

• Provide timely, constructive, and meaningful feedback that supports student learning and academic growth.

• Foster an inclusive, equitable, and supportive classroom environment that values diverse educational, cultural, and socioeconomic backgrounds.

• Integrate instructional technology, learning management systems, and digital learning resources to enhance teaching effectiveness and student engagement.

• Collaborate with the Academic Resource Center, faculty, academic advisors, and other campus support services to identify and address student academic needs.

• Participate in departmental meetings, curriculum development, program assessment, and professional development, as assigned.

• Contribute to accreditation, program review, and institutional effectiveness initiatives by maintaining appropriate instructional documentation and participating in assessment and continuous quality improvement processes.

• Maintain established office hours (as applicable) and provide academic support to students outside of class.

• Adhere to all University policies, academic standards, and professional expectations.

Minimum Qualifications

• Master's degree in English, Reading, Composition, Rhetoric, Literacy, English Education, Reading Education, or a closely related discipline from a regionally accredited institution.

OR a master's degree in another discipline with a minimum of 18 graduate semester credit hours in English, Reading, Composition, Rhetoric, Literacy, or a closely related field.

• Demonstrated knowledge of effective instructional practices for developmental or college preparatory reading and writing.

• Excellent written, verbal, interpersonal, and organizational communication skills.

• Commitment to fostering student success through equitable and inclusive teaching

Preferred Qualifications

• Experience teaching developmental education, integrated reading and writing, first-year composition, or college preparatory English courses.

• Experience supporting academically underprepared or first-generation college students.

• Experience using learning management systems such as Canvas, Blackboard, or Moodle.

• Experience assessing student learning outcomes and using assessment data to improve instruction.

• Knowledge of Universal Design for Learning (UDL), differentiated instruction, culturally responsive teaching, and other inclusive pedagogical practices.

• Experience participating in curriculum development, program review, or accreditation processes.

Knowledge, Skills, and Abilities

• Knowledge of developmental education pedagogy, literacy instruction, and evidence-based teaching practices.

• Ability to design curriculum aligned with measurable student learning outcomes.

• Ability to implement effective instructional and assessment strategies that support diverse learners.

• Strong classroom management, communication, and student engagement skills.

• Ability to analyze assessment data and implement instructional improvements that enhance student learning.

• Ability to work collaboratively with faculty, staff, administrators, and campus partners.

• Demonstrated commitment to academic integrity, equity, student success, and continuous improvement.

• Proficiency in instructional technology, learning management systems, and Microsoft Office applications.

Supervisory Responsibility:

• None (unless otherwise designated by the department)

Physical Requirements:

• Ability to perform the essential functions of the position with or without reasonable accommodation.

• Ability to occasionally lift, carry, push, or pull objects weighing up to 10 pounds.

• Ability to sit, stand, walk, and communicate effectively for extended periods while providing classroom instruction.

Working Conditions and Environment:

• Work is performed primarily in a classroom, office, or other standard educational environment.

• Limited exposure to physical hazards.

• May require occasional evening or weekend assignments to support instructional or institutional activities.