Adjunct Faculty, Mathematics (Introduction to Quantitative Reasoning)

Description Franklin University, a private, independent, accredited, not-for-profit University located in Columbus, Ohio invites applicants for its Adjunct Faculty, Introduction to Quantitative Reasoning position during our Spring 2027 term. The Adjunct Faculty role includes primary responsibility for providing quality instruction and maintaining a positive learning environment with an emphasis placed on teaching, supporting and evaluating students. Position Summary: The Adjunct Faculty role includes primary responsibility for providing quality instruction and maintaining a positive learning environment with an emphasis placed on teaching, supporting and evaluating students. Assigned courses may be for face to face or online instruction This is an introductory-level math literacy course that covers algebraic topics and statistical concepts. Topics include: Algebraic Operations on Numbers, Linear Equations and Inequalities, Dimensional Analysis, Linear and Quadratic Functions, Probability and Statistics Duties and Responsibilities: Teaching the Introduction to Quantitative Reasoning course according to the curriculum, content, and outcomes as specified by the Lead Faculty responsible for the course. Timely assessment and evaluation of student assignments, including exams, homework assignments, quizzes, projects, discussions, and other activities related to the course. Monitoring and advising students on course-related work, prompt correspondence via email, facilitation of course-related discussions, holding regular office hours, and other assigned responsibilities corresponding to the faculty teaching assignment. Participation in adjunct Math faculty meetings and associated department activities as identified by the Lead Faculty for the assigned course, and responding to the Lead Faculty’s requests related to course components. Minimum Requirements/Qualifications: Master’s degree in Mathematics, Statistics, or a related area. If the degree is in a related area, then at least 18 graduate credit hours must be in Mathematics or Statistics. At least 3 years of teaching experience in collegiate Mathematics and Statistics. Proficient in online learning management systems Skilled in video conferencing platforms · Experience with digital grading tools Familiarity with math-specific instructional technology Demonstrated ability to use online proctoring tools for remote exams, including reviewing proctoring recordings/reports, documenting incidents, and following academic integrity procedures Commitment to teaching Mathematics to non-traditional, working students Flexibility and integrity in instructional practice Ability to work in a fast-paced environment Preferred Skills and Characteristics: Ph.D. in Mathematics or Statistics At least 5 years of teaching experience in collegiate Mathematics in various formats such as online, hybrid, etc. Experience with math-specific courseware platforms Proficiency with one or more online learning management systems Demonstrated proficiency with graphing calculators and/or math instructional technology Strong written and verbal communication skills, including timely, student-centered responsiveness About Franklin University Founded in 1902, Franklin University has built its reputation on removing barriers to higher education for ambitious adults who must balance their educational goals with other commitments. Accredited and nonprofit, Franklin has earned its long-standing reputation as an innovator in online education. The University offers applied, in-demand undergraduate, master’s and doctorate programs that enable adult learners to achieve their educational and professional goals. From entrepreneurs to CEOs, more than 50,000 Franklin alumni can be found around the world contributing to the communities in which they live and work. Franklin University is committed to creating a respectful and inclusive educational and workplace environment. Franklin does not discriminate on the basis of age, religion, race, ethnicity, color, national origin, ancestry, immigration status, sex, sexual orientation, gender identity or expression, marital or familial status, disability, or veteran or military status. We embrace diversity and strive to create an environment where students, faculty and staff feel a sense of belonging. We recognize that our collective potential can only be realized when difference is valued, equal access to opportunity is sought, and inclusion is practiced.