Thank you for interest in pursing a faculty teaching internship! We are looking for interns who demonstrate knowledge in Science, Technology, Engineering, Mathematics (STEM)fields and show sensitivity to and understanding of the diverse academic, socioeconomic, cultural, ethnic backgrounds, and abilities of community college students. We are seeking interns who share a strong commitment to social and racial justice and who respect the perspectives of everyone. We strongly encourage you to apply if you are interested in teaching college students that identify with historically marginalized populations to include people of color, non-binary and transgender individuals, women, and Indigenous people.

These faculty internships are open to anyone interested in teaching at a community college in STEM disciplines. Please submit your application, resume, supplemental questions and unofficial transcript online. Your supplemental question answers should be concise and no more than 500 words.

Our cohort will focus on the Science, Technology, Engineering, Mathematics (STEM)
disciplines, including but not limited to the following:

 Sciences (Biological, Environmental, Horticulture, Oceanography, Astronomy, Chemistry, Geology, Physics, Allied Health, Nursing, Emergency Medical Services, Dental Assisting and Hygiene)

 Technology (Automotive, Electrical and Electronics Technology, Energy Systems)

 Engineering (Computer Science, Engineering, Engineering Technology, Architecture, Industrial Design, AutoCAD)

 Mathematics (Mathematics, Statistics)

We are excited to introduce our faculty internship program at Contra Costa Community College District (4CD). The program is titled the “4CD Teaching Excellence Faculty Internship” (4CD TEFI) and will provide opportunities for qualified individuals that are interested in pursuing a teaching career at a California community college in Science, Technology, Engineering, and Mathematics (STEM). This is a paid internship opportunity that will commence in the 2024-2025 academic year. The Fall 2024 semester will consist of Saturday workshops conducted by faculty leads focusing on teaching strategies incorporating principals of diversity, equity, and inclusion. The Spring 2025 semester will pair our interns with a faculty mentor to co-teach and shadow in an actual class section. Our successful interns will be honored at their own graduation ceremony at the conclusion of Spring 2025, and will be equipped with the knowledge and tools to become successful classroom instructors.

We are seeking people who recognize the critical role community colleges play in social justice, who have ability in this space, enthusiasm for this work, ideas and vision to improve our approaches, and a commitment to achieving equitable academic success for the 50,000+ students attending our five beautiful colleges and centers. Our social justice work calls for employees who have a sense of social responsibility, interest in our community and world in which we live.



The intention of social justice work is to strengthen humanity by understanding that every person deserves the benefits of fully participating in our society and institutions.



Academic researchers have illustrated that crucial social justice principles are a compilation of equality, equity, diversity, inclusion, engagement, environmental sustainability and human rights. These complex principles are challenging to operationalize in higher education; yet, we are steadfast in our diligence to forge ahead to advance this vital mission.



Community colleges are uniquely positioned to lead higher education in the work of social justice. Many of our students come from historically underserved and underrepresented backgrounds; students of color, students with recent immigrant histories, students from cycles of low income if not poverty, students from indigenous communities, and students from first-generation families.


The idea of promoting social mobility through education is unconditionally and uncompromisingly embraced by community colleges. This is an exciting role, and it comes with a heavy responsibility. Simply put, we need to create environments where our students achieve greater academic success, so much so that we close our persistent equity/opportunity gaps.



If you are committed to social and racial justice and if you are interested in joining a community dedicated to solving these inequities through education, please apply.

Dan Cueva at dcueva@4cd.edu or Sophia Lever at slever@4cd.edu

$3,500 for the academic year (two equal stipends of $1,750 per semester)

1. Attend kick-off orientation meeting in May 2024.
2. Participate in training workshops in the field of instruction during the fall semester of 2024. Fall training sessions will be held on Saturdays.
3. Learn the role of faculty, pedagogy, curriculum design, enrollment management, job search strategies, multi-cultural styles, diversity/ equity/ inclusion best practices, educational policy and governance.
3. Co-teach classes at an assigned campus location during the spring semester of 2025 under the guidance of a faculty mentor.
4. Learn to prepare a classroom syllabus, and grade assignments.
5. Each faculty intern shall serve under the direct supervision of a mentor. The mentor shall provide substantial direct in-class supervision and evaluation of the intern’s teaching capabilities.

A faculty intern must be enrolled in a master’s or doctoral program at an accredited institution of higher education in the STEM academic discipline to be taught and shall have completed one-half of the course work in a graduate program in a STEM academic discipline.

OR

For STEM vocational disciplines the faculty intern must be within one year of obtaining an associate degree from an accredited institution and have six years of experience in a related field or possess an associate’s Degree and have five years of experience in the related field or be within one year of obtaining a bachelor’s Degree from an accredited institution and have two years experience in a related field.

(Note: Applicants should not have any paid higher education teaching experience to be considered for an internship with our district.)

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Note: Faculty Internship Assignments are not benefited positions nor reportable to CalSTRS.

Permanent Employee Benefits:

Insurance: The District offers health, vision, dental and life insurance for monthly classified employees and managers/supervisors and their eligible dependents. Monthly classified employees and managers/supervisors covered by another health medical plan may waive District coverage and receive a monthly cash stipend.

Eligibility Requirements for Part-time Faculty: Part-time faculty members must be employed in the current semester and have averaged at least 0.3 load (FTE) of a regular faculty member’s load for the previous academic year excluding summer (e.g., Fall 2020 and Spring 2021).

Premium Contributions: Premium contributions are based on the faculty member’s average load for the previous academic year excluding summer (e.g., Fall 2020 and Spring 2021). Contributions are shown below in three tiers for medical and dental coverage. Part-time Instructors pay the full premium for the Vision Services Plan.

Average 30-39% load (FTE) – District shall contribute 40% of the premium cost
* Average 40-59% load (FTE) – District shall contribute 50% of the premium cost
* Average 60% load (FTE) and greater – District shall contribute 75% of the premium cost

Retirement: Most employees are members of the PERS (Public Employees Retirement System) with a 2% 55 formula. Faculty employees and Academic Managers are members of the STRS (State Teachers Retirement System). Police Service employers are members of Safety Public Employees Retirement System (2% at 50).

Deferred Compensation: The District offers two optional deferred compensation plans. Eligible employees have a choice of the 457, 403b plans and a selection of savings and investment options.

Leave Allowance: The District offers monthly eligible classified employees and managers/supervisors a generous vacation and sick leave benefits as well as 20 paid holidays annually (which can vary based on length of winter break).

Additional Benefits: The District also offers monthly eligible classified employees and managers/supervisors educational reimbursements, employee assistance programs, a travel assistance plan, longevity compensation, retiree benefits, employee discounts on health memberships and a comprehensive wellness program.

Agency Shop: Local One Classified positions are within a collective bargaining unit. Local One employees are required to join the union or pay an equivalent service fee. This is a one-time initiation fee of $45.00 and monthly contributions of 1% of gross pay + $1. Newly hired employees may notify the respective union (Local 1 or United Faculty) if they opt to join and/or authorize payment to the union. If the newly hired employee authorizes payment to the union then the following fees apply: Local 1 has a one-time initiation fee of $45.00 and monthly contribution of 1% of gross pay +$1. United Faculty has an agency fee of .55% of gross pay plus $2.50.

For further information regarding benefits eligibility and details please refer to the following documents available on the 4CD website:

Classified Employees Local 1 Contract(Article 20-Benefits):

Managers/Supervisors/Confidential Personnel Manual (Section 8-Insurance Benefits):
https://www.4cd.edu/gb/policies-procedures/manuals/MSC_08.pdf

1. Interested applicants must submit all of the application materials online to be considered for this position. We do not accept hand-delivered, e-mailed, faxed or postal mailed application packets.
2. It is your responsibility to ensure that all application materials are received.
3. You should submit an unofficial transcript for screening purposes. If you do not have electronic version of the transcript required for the position, you can have it scanned by a Staples, Office Max or Office Depot, etc. All applicants will have an opportunity to upload transcripts when completing our online application process. You should be prepared to provide an official transcripts prior to employment start date should the position be offered.
4. If you do not possess the required educational degrees and are applying under the equivalency process, you bear the responsibility of submitting the District’s Equivalency Application. Equivalency applications with supporting documentation should be submitted when 1) degrees are not in exact discipline required; 2) degree is in progress; 3) degrees were earned at a college or university outside of the United States. All applicants will have an opportunity to upload an equivalency form for evaluation by a college equivalency committee when completing our online application process.
5. Applicants with foreign degrees must provide official certification of equivalency to United States degrees. An approved National Association of Credential Evaluation Services (NACES) agency must evaluate your course work. All applicants will have an opportunity to upload a foreign degree evaluation for review of by a college equivalency committee when completing our online application process. Please read more details in the Foreign Degree and Credit Statement section of the job announcement.
6. Documents uploaded online must be the actual documents to be considered for review. Do not upload a “placeholder” document. Applications with placeholder documents are considered incomplete and will be rejected. Only upload the required documents, other materials can be presented if you are selected for an interview.
7. All application materials become the property of the district and will not be returned or duplicated.

Applications will be screened to ensure the applicant meets the minimum qualifications as stated in the job announcement.
1. The applications, cover letters, answers to required supplemental questions, resumes, unofficial college transcripts, and other supporting materials submitted by all qualified applicants will be reviewed by a screening committee. Those who are deemed to possess the highest degree of desirable qualifications will be invited to the college at their own expense.
2. Each applicant will be interviewed by a committee. Responses to the interview questions will be rated by the interview committee.
3. After internship offers are made, the successful candidate must meet the conditions of employment. Finalists must provide verification of transcripts. TB assessment, fingerprinting/conviction clearance and proof of identity and eligibility to work in the United States.

All foreign degrees and credits used to meet the minimum qualifications must be evaluated by an approved National Association of Credential Evaluation Services (NACES) agency www.naces.org prior to the implementation of the equivalency process. Two local firms that provide this service are International Education Research Foundation (310) 258-9451 www.ierf.org and Educational Records Evaluation Service (916) 921-0790 www.eres.com. Credits previously accepted by an accredited institution will be accepted with no further evaluation. It is the applicant’s responsibility to arrange and pay for the foreign degree evaluation. Please upload your evaluation with your application when you apply for this position. We cannot accept evaluations after the closing date.

Request For Reasonable Accommodation


Medical Verification


Candidates with legally defined disabilities may request reasonable accommodations by notifying the Human Resources Department by the deadline date. Candidates will be required to supply documentation supporting the need for the accommodation when the request is made. Please complete the forms provided in the links above and email to
slever@4cd.edu

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About the District

The mission of the Contra Costa Community College District is to transform lives by providing outstanding learning opportunities that nurture and empower all students to achieve their educational goals. The dedicated faculty, classified professionals and administrators in the District are committed to core values and action that promote excellence in learning and equitable student success. The District is committed to hiring and developing a diverse staff that understands that cultural diversity in the academic environment promotes academic excellence; fosters cultural, racial and human understanding; provides positive role models for all students; and creates an inclusive and supportive educational work environment for its students, employees, and the community it serves.



Located in Contra Costa County, in the beautiful and diverse San Francisco East Bay area, the District serves the 1 million residents of the County through education, business partnerships and service in the community. The District first opened its doors in 1949 and is the second oldest and eighth largest multi-college community college district in California. The District consists of three colleges and two centers; Contra Costa College in San Pablo; Diablo Valley College in Pleasant Hill; Los Medanos College in Pittsburg; and the centers in Brentwood and San Ramon. The District Office located in downtown Martinez, supports the mission and functions of the colleges.



As evidenced by the rich diversity in Contra Costa County, the District enrolls a highly diverse student population. Serving over 41,364 students a year, in 2021-2022 fiscal year the demographic make-up of the students was 9% Black/African American; 21% Asian/Pacific Islander; 34% Hispanic/Latino; 25% White/Caucasian; and 11% Other.



The District actively encourages a diverse pool of applicants to serve the dynamic student population and work collaboratively with existing colleagues that are equally dynamic and diverse.



Contra Costa College

Contra Costa College is a dynamic, comprehensive community college with a diverse student population. The institution has served the communities of West Contra Costa County for more than 69 years. Most of the 10,500-plus students who attend the college come from local communities, but many also come from neighboring communities and from countries throughout the world. The college offers certificates and degree programs in 70 areas. It prepares students for immediate employment and for transfer to four-year colleges and universities. Faculty and staff are proud to be affiliated with an institution that has a tradition of excellence and a reputation for educating students to live and work in a diverse global environment.



Diablo Valley College

DVC is committed to increasing student success. The college has distinguished itself as one of the nation’s most successful community colleges by offering incomparable transfer opportunities and exceptional career-technical programs. In both Pleasant Hill and San Ramon, a diverse student body engages with high-quality instruction and support services designed for excellence and equity in student learning. DVC’s career-technical programs keep pace with emerging technologies and skill requirements, while unparalleled transfer programs prepare students to be successful in four-year colleges and universities. DVC continuously ranks among the top transfer pathways to UC Berkeley.



Los Medanos College

Los Medanos College, opened in 1974, is the newest campus of the Contra Costa Community College District. The college prepares students to excel and succeed economically, socially and intellectually in an innovative, engaging and supportive learning environment. LMC provides quality programs and state-of-the-art facilities to serve the needs of a rapidly-growing and changing East County while enhancing the quality of life of the diverse communities it serves. Los Medanos College is known for its transferable general education program and career technical programs strongly connected with local business and industry. The college serves approximately 10,000 students.

It is the District’s policy to ensure that all qualified applicants for employment and employees have full and equal access to employment opportunity, and are not subjected to discrimination in any program or activity of the District on the basis of ethnic group identity, race, color, ancestry, religion, marital status, sex, national origin, gender, gender identity, gender expression, age, sexual orientation, physical or mental disability, medical condition, genetic information, veteran status, parental status, citizenship or because an individual is perceived to have one or more of these characteristics or based on association with a person or group with one or more of these actual or perceived characteristics.