Tidewater Community College has served South Hampton Roads â“ both students and employers â“ for 50 years. It has grown from 1 campus into a regional educational and economic force. TCC is the largest provider of higher education and workforce services in Hampton Roads, enrolling nearly 28,000 students in 2019-20. Founded in 1968 as a part of the Virginia Community College System, Tidewater Community College (TCC) services South Hampton Roads with 4 campuses in Chesapeake, Norfolk, Portsmouth, and Virginia Beach, 7 regional centers and 2 important cultural institutions. The college had 3,203 graduates in 2019-2020, 40 percent of whom pursued degrees that would let them transfer to 4-year institutions. Of South Hampton Roads residents enrolled in higher education 36% enrolled at TCC. TCCâ™s institutional accreditation is affirmed through 2027 by the Southern Association of Colleges and Schools Commission on Colleges.
The major emphasis is on teaching and inspiring students to learn by working in classrooms, laboratories, individual conferences, and related activities to help students develop their interests and abilities to the fullest capacity to become better persons, better workers, and better citizens. Faculty responsibilities also include: office hours, committee work, student activities, community activities, student advising, and professional activities.
The faculty member is responsible for teaching discipline courses in which he/she has specific training or competence. Plans, organizes, teaches, and provides feedback to students to promote and direct student learning in either a classroom or online environment to students with a wide variety of academic backgrounds and experiences. Engages students outside of class in support of the curriculum and co-curriculum; provides thorough, timely, and effective feedback to students regarding the mastery of course and program learning outcomes; develops curriculum and works collaboratively with colleagues to select program and/or discipline resources; assists in the selection and development of faculty; participates in and/or leads the instructional activities of the discipline and governance of the pathway and college. Demonstrates the effective use of technology in an academic environment. Works cooperatively and collegially with other faculty and staff members, colleagues, and community partners in support of student learning.
1. Teaching: Responsible for creating a learning environment that facilitates students' acquisition of knowledge and skills in a discipline and/or program. Teaching encompasses the following four components: a. Instructional Design: utilize and distribute established course syllabus using Syllabus Builder as found in the college's i-INCURR; participate in the textbook selection process and/or learning resources; design and implement assessment strategies that effectively measure student achievement of established course learning outcomes. b. Instructional Delivery: align course activities with student learning outcomes for the course; employ a variety of active learning strategies to foster student engagement; employ appropriate technology and supporting materials that support course and/or program learning outcomes; and provide students with prompt and meaningful feedback on course activities and assignments, communicating with students in a timely and respectful manner. c. Instructional Effectiveness: deliver instruction so as to align with stated learning outcomes; adhere to college policies and procedures for participation in student surveys of instruction; conduct meaningful and timely assessments of student learning, including at least one assessment within the first two weeks of class; and analyze the previous semesterâ™s student ratings of instruction and develop and implement appropriate action plans as necessary. d. Instructional Expertise: maintain currency in the assigned teaching discipline(s), methods of teaching, learning, and/or instructional technology. 2. Scholarly and Creative Engagement: Participate in activities specifically associated with the faculty member's teaching discipline(s) through conferences, workshops, academic coursework, scholarly research and publications, and grant activity 3. Institutional Responsibility: Fulfill institutional responsibilities including, but not limited to the following: participate in the college's development and evaluation plan for full-time teaching faculty; publish and hold office hours; serve as an academic advisor; participate in required department, pathway, committee, and college meetings; keep accurate student attendance reports/records; submit grades in a timely manner according to established college calendars/guidelines; adhere to college and VCCS policies; actively participate in one's peer teaching community at the college; perform assigned duties; and maintain a collegial working relationship with faculty, staff and administrators at the college 4. Service: Quality participation and commitment to students, the college, and/or community organizations. Service activities are divided into three categories. a. College representation where there is a direct connection between the faculty member who engages in the specific activity and his/her position at the college. b. College citizenship where the activities are in support of the college or VCCS initiatives wherein the faculty member is a member of a committee but not in a leadership role. c. Community citizenship where participation by the faculty member is part of the person's involvement in the community as a citizen who happens to be a college employee. 5. Responsibilities may include work during the day, evening and/or weekend programs of the college, as well as its distance learning programs.
A. Applicable to all teaching faculty positions:</br></br> a. Willingness to design and implement curriculum to support and improve student learning. </br></br> b. Ability to develop and adapt teaching and learning strategies to accommodate the diversity of community college students to promote acquisition and application of knowledge.</br></br> c. Ability to use consistent, timely formative and summative assessment measures to enhance student learning.</br></br> d. Experience with, or willingness to learn and utilize, proven teaching strategies that promote student success.</br></br> e. Willingness to use or incorporate emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.</br></br> f. Ability to effectively communicate interpersonally (in group and one-on-one settings) orally and in writing.</br></br> . g. Willingness to stay current and continually improve knowledge and understanding of the discipline.</br></br> h. Teaching experience preferred especially at the community college level.</br></br> B. Applicable to the specific position:</br></br> a. Appropriate level of education: Associates degree in diesel technology or related field with two years work-related industry experience; or a Bachelor's degree in diesel marine technology or related field with two years work-related diesel marine industry experience.</br></br> b. Current certification in one of the following: ASE Master Diesel Technician, or American Boat and Yacht Council (ABYC) certification in Electrical, Diesel Engines, and Gasoline Engines, or Coast Guard certification, or related manufacturer certification.</br></br> c. Ability to acquire ASE diesel certifications (T-series) in the courses being taught within one year of employment if not already in possession of this certification.</br></br>
Virginia's Community College's educate 240,000 credit students annually and over 170,000 non-credit students at 23 Community Colleges with over 40 campus locations throughout the Commonwealth. Our mission is to provide comprehensive higher education and workforce training programs and services of superior quality. These programs are financially and geographically accessible to meet the individual, business, and community needs of the Commonwealth.