Faculty Opportunities

Breadcrumb

Whittier College is committed to attracting and retaining a high quality, diverse faculty with a shared passion for student-centered teaching and mentoring. 

Distinguished by small class sizes, high-impact pedagogies, and an innovative liberal arts curriculum, it is a nationally recognized model for inclusion and diversity. With over 65% students of color, Whittier is both an HSI and AANAPISI. Founded in 1887, it is an independent, four-year liberal arts college with about 1,700 undergraduates, ideally situated in the scenic hills 18 miles east of downtown Los Angeles.

Whittier College is an Affirmative Action, Equal Opportunity Employer and does not discriminate against employees or applicants because of race, religion creed, color, national origin, ancestry, physical disability, mental disability, medical condition, genetic information, marital status, sex, gender, gender identity, gender expression, age, or sexual orientation, or any other characteristic protected by State or Federal Law.

Course Description & Goals

The capstone experience of the MA in Education at Whittier College is a two-course sequence: EDUC 605 Introduction to Educational Inquiry (4 units) and EDUC 606 Educational Inquiry Practicum (4 units). Students complete the two-course sequence as a cohort and are taught by the same instructor. A brief description of each course and its goals are provided.

EDUC 605 – Introduction to Educational Inquiry

This course provides an overview of quantitative, qualitative, and mixed methods research approaches to educational inquiry, with a focus on critiquing research, writing a literature review, and developing a research plan.

The goals of EDUC 605 are:

  • To introduce students to various approaches to educational inquiry.
  • To promote critical understanding of research publications in professional, peer-reviewed journals.
  • To examine the relationship between educational research, policy, and practice.
  • To guide students through the steps of developing their own research question(s) and reviewing the literature relevant to that topic.
  • To stimulate reflection on a student's work as an educator.
  • To assist students in preparing a research project

EDUC 605 is offered in Spring 2022 and meets once each week on Wednesdays from 5-8:50 p.m. Spring 2022 sessions dates are January 31 – May 19. 

EDUC 606 – Educational Inquiry Practicum

Continuation of EDUC 605 with implementation of research plan. Includes collecting and analyzing data, and formal presentation of results at a Graduate Research Symposium.

The goals of EDUC 606 are

  • To successfully implement a research project or systematic review
  • To present research findings at Master’s Symposium
  • To write up research project and findings as a thesis 

EDUC 606 is offered in Summer 2022 and meets twice weekly. Days & times are coordinated based on availability of instructor and students. Summer 2022 session dates are May 31 – July .

Qualifications

  • Ed.D., Ph.D. or candidates who have achieved ABD status. 
  • Valid teaching credential and successful teaching experience in a culturally/linguistically diverse public school (3-5 years) 
  • Evidence of experience and commitment to teaching college students of diverse backgrounds, and preparing teachers for diverse student populations (teaching evaluations). 
  • Availability for both Spring 2022 and Summer 2022 sessions. 

Applications

Please send your CV to Linda Brennan at lbrennan@whittier.edu.
Review process will begin December 1, 2021 and continue until position has been filled.

EDUC 405/505: Integrating Multiple Subject Curriculum & Pedagogy: Language Arts with Social Studies, Visual & Performing Arts

Mondays 5 to 7:50 p.m.
January 31, 2022 – May 13, 2022

Course Description & Goals 

Research and methodology for integrating language arts with social studies and the visual and performing arts in linguistically and/or culturally diverse elementary classrooms. Topics include: writing in the content areas, literature-based instruction, use of simulations, case studies, cultural artifacts, cooperative projects, and student research activities, assessing learning, and organizing for instruction. 15 hours fieldwork required. Pre/Co-Requisite 300/500 or 401/501.

The goals of the course are

  • To examine current research and methodology for integrating language arts with social studies and the visual and performing arts in diverse elementary classrooms.
  • To become familiar with California frameworks and content standards for K-8 English Language Arts, History Social Science, Visual and Performing Arts, and English Language Development.
  • To develop knowledge of strategies and methods for designing integrated lessons and units integrating English language arts with social studies and the visual and performing arts in K-8 classrooms.
  • To recognize and describe how integrating instruction impacts student learning and achievement.
  • To recognize appropriate instructional methods and strategies for integrated instruction in language arts, social studies, and the visual and performing arts.
  • To design integrated instruction using research-based concepts and principles.

Qualifications

  • M.A., Ed.D., Ph.D. or candidates who have achieved ABD status. 
  • Valid teaching credential and successful teaching experience in a culturally/linguistically diverse public school (3-5 years) 
  • Evidence of experience and commitment to teaching college students of diverse backgrounds, and preparing teachers for diverse student populations (teaching evaluations). 

Applications

Please send your CV to Linda Brennan at lbrennan@whittier.edu.

Review process will begin December 15, 2021 and continue until position has been filled.

The Department of Education and Child Development has a tradition of preparing highly qualified elementary, secondary, and special education teachers.

Offerings include undergraduate and graduate studies in elementary, secondary, and special education, including several credential programs, a bilingual authorization, as well as a Master of Arts in Teaching program. 

The focus of this lecturer position is teacher education with a specialization in teaching courses in the history of education and/or education psychology. Strong candidates would also have the ability to teach courses in diversity in educational contexts. Primary teaching responsibilities fall within the elementary and secondary credential programs, as well as master’s level coursework in educational research methods. All graduate and undergraduate level coursework focus on the preparation and development of teachers for linguistically and culturally diverse students. Field supervision in diverse urban environments is a standard component with the expectation of a strong commitment to equity and social justice values. 

We are seeking a qualified candidate committed to innovative teacher education in a student-centered liberal arts college, who also has a strong, demonstrated commitment to teaching and teacher education centered around constructivist and reflective pedagogy.  We seek a colleague who is also committed to teaching college students of diverse backgrounds, and preparing future teachers to work effectively with diverse students, parents, and communities. Thus, the applicant should have experience teaching diverse learners, such as multilingual learners and students receiving special education services. Candidates are encouraged to identify their strengths and/or experiences in the area of equity and inclusion. Strongly preferred are candidates with demonstrated experience working with diverse student populations. 

Qualifications

  • Ph.D., or Ed.D. in Education. However, we will consider candidates who have achieved ABD status.
  • Ability to teach Educational Research Methods courses.
  • Teaching credential and successful teaching experience in a culturally/linguistically diverse public school.
  • Evidence of experience and commitment to teaching college students of diverse backgrounds, and preparing teachers for diverse student populations.
  • Contributions to college and liberal arts programs (e.g., undergraduate and graduate programs).

Applications

Applications should include a statement of the candidate’s philosophy of teaching and conception of the well-educated teacher in a culturally/linguistically diverse society. Additionally, applications should include an application letter, curriculum vita, transcripts, a dissertation abstract, and three confidential letters of professional recommendation (sent directly from the reference). Whittier College is an AA/EOE employer. 

Applicants must submit materials electronically (PDFs preferred) to Linda Brennan, Administrative Assistant at: lbrennan@whittier.edu. Application questions can be submitted to Dr. Ivannia Soto, Search Chair, at isoto@whittier.edu.

Review of applications will begin December 1, 2021, and will continue until the position is filled. Interviews will begin in mid-January and February. Lecturer position will begin Fall 2022. 

Wednesdays, 5 p.m. to 7:50 p.m.
January 31, 2022 – May 13, 2022

Course Description & Goals 

Advanced instructional planning and teaching methods for Single Subject candidates in core academic subject areas, with separate course sections for candidates in the area of Spanish. Focuses on appropriate subject-matter-specific methods for planning and teaching a comprehensive program that enables students to achieve state-adopted academic content standards. Topics for candidates in all subject areas include supporting English language learners, responding to student diversity, developing a wide repertoire of teaching methods, and effectively using instructional resources including technology. 

Certificate of Clearance required in order to complete 10 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.

Pre/Co-Requisite 300/500 or 401/501.

At the end of the course, students should be able to: 

  • Prepare units and lessons using Understanding by Design in the context of Spanish
  • Practice designing learning opportunities to meet the needs of all students, including English language learners, students receiving special education services, and students with other identified needs.

 Qualifications

  • M.A., Ed.D., Ph.D. or candidates who have achieved ABD status. 
  • Valid teaching credential and successful teaching experience in a culturally/linguistically diverse public school (3-5 years) 
  • Evidence of experience and commitment to teaching college students of diverse backgrounds, and preparing teachers for diverse student populations (teaching evaluations). 

Applications

Please send your CV to Linda Brennan at lbrennan@whittier.edu.

Review process will begin November 15, 2021 and continue until position has been filled.