Visiting Instructor of Developmental Mathematics - 1YR

The Berea College Department of Mathematics invites applications for a Visiting Instructor in Developmental Mathematics to begin in August 2026. The position requires an MA, MS, or higher degree; special consideration will be given to applicants with at least 18 graduate hours in Mathematics. Duties will include teaching three classes (a total of 12 credit-hours) in basic and/or intermediate algebra in each of the fall and spring terms, holding regular office hours and tutoring sessions, and collaborating with faculty on program assessment and development initiatives. Successful candidates will, through teaching and service, demonstrate a commitment to building a diverse community. The Mathematics Department seeks a compassionate and dedicated educator to support students in building strong foundational mathematical skills. This position plays a vital role in advancing our mission to provide high-quality education to students of great promise, particularly those who have encountered systemic barriers or experienced significant math anxiety or math trauma in prior academic settings. Qualified candidates will have substantial experience teaching algebra-based courses and a demonstrated commitment to supporting learners who face challenges in mathematics. Applicants should submit a letter of interest, statement of teaching philosophy, current CV, transcripts, and contact information for three references. Review of applications will begin immediately and continue until the position is filled. Duties will include teaching three classes (a total of 12 credit-hours) in basic and/or intermediate algebra in each of the fall and spring terms, holding regular office hours and tutoring sessions, and collaborating with faculty on program assessment and development initiatives. Successful candidates will, through teaching and service, demonstrate a commitment to building a diverse community. The Mathematics Department seeks a compassionate and dedicated educator to support students in building strong foundational mathematical skills. This position plays a vital role in advancing our mission to provide high-quality education to students of great promise, particularly those who have encountered systemic barriers or experienced significant math anxiety or math trauma in prior academic settings.