The English and Communication Studies Department seeks a full-time faculty member of Composition and Rhetoric, with a primary focus on Cultural Rhetorics and Social Justice Pedagogy. Specializations in Rhetoric and Race; Rhetorics of Dis/Ability and Embodied Rhetorics; and/or LGBTQIA Rhetorics.

Candidates should have a demonstrated record of scholarship that investigates rhetoric's role in power relations and making those systems transparent as well as a commitment to social justice, linguistic justice, diversity, equity, inclusion and accessibility.

Experience and/or training in social justice and antiracist pedagogies and dedication to the teaching of first-year writing and its growth and development are key components of the position. Background and interest in directing writing programs, teacher training, programming and spearheading initiatives for students and faculty are essential.

The successful candidate will be expected to teach existing first-year and third-year writing courses and to develop writing and rhetoric courses appropriate to their area of specialization. They will be expected to provide intellectual and pedagogical leadership to the Department's offerings in first-year Composition and third-year professional and research-based writing.

The candidate will be expected to work closely with The Writing and Speaking Studio and the Educational Skills Department, and commit to working with culturally and linguistically diverse students in an institution with strong emphasis on diversity, globalization and experiential learning. Interest and experience in interdisciplinary collaboration is highly desirable.

New faculty will be expected to participate in the rotation of administrative duties related to our writing program, including but not limited to that of Writing Program Coordinator. FIT is a diverse campus, and faculty must be committed to working with a diverse student population.



Specific Competencies:
Successful candidates will excel in the following competencies:


  • Possess expertise in guiding students to discover how rhetorical theory and related writing pedagogy can challenge or solidify accepted norms and values and uncover moments of cultural evolution and revolution.
  • Demonstrate a history of scholarship and progressive pedagogy that examines human experience through key works of writing from diverse historical, racial, ethnic, religious, aesthetic, economic, social and cultural perspectives; while also encouraging them to challenge essentializing tendencies and debates that might circulate and solidify around the reception of these works.
  • Demonstrate ability to create a dynamic classroom where students can effectively communicate across cultural and linguistic boundaries and balance differing worldviews based upon a deep knowledge and awareness of other people, countries, cultures, and beliefs through the careful study of rhetoric and writing.

Instructional Design

  • Demonstrate ability to adapt course materials to adjust to new innovations within and outside of the discipline.
  • Possess experience utilizing a variety of instructional delivery methods and emerging technologies to improve student learning.
  • Possess a willingness to embrace innovative pedagogical, collaborative and interdisciplinary approaches, where appropriate.
  • Demonstrate instructional variety and flexibility to accommodate students with different learning styles, experiences, and abilities.
  • Demonstrate experience in creating engaging curriculum and classroom environments that will reinforce and further develop advanced skills in critical reading, thinking, presenting, writing, and communication skills.

Learning Enrichment

  • Possess a passion for expanding students' horizons, curiosities and imagination through rhetoric and wide-ranging curricular innovations that focus on diversity, equity and inclusion. 
  • Demonstrate the vision to deliver and advance the mission of the English and Communication Studies Department and the School of Liberal Arts and Sciences to develop reflective, critical and engaged citizens of the world.
  • Demonstrate interest in developing a wide-ranging curriculum that takes advantage of areas of expertise while contributing to the ECS Department's vision.
  • Possess experience encouraging student interaction, collaboration, teamwork and cooperation in the learning process.


  • Maintain active participation in professional practices and scholarship, and a willingness to mentor faculty both within the School of Liberal Arts and Sciences and across the College.
  • Demonstrate expertise in current critical, theoretical, and pedagogical trends and practices in the field.
  • Demonstrate ability to represent FIT with innovative scholarship presented at local, regional, national, and international professional organizations and through peer reviewed publications.
  • Demonstrate ability to support FIT's goals and mission of promoting issues of sustainability, pluralism, and diversity through rhetorical study.
  • Demonstrate the ability to collaborate with colleagues to increase the visibility and profile of writing and rhetorical scholarship at FIT.
  • Maintain positive, helpful, supportive, respectful, collegial, and teamwork-oriented relationships with other professionals.


  • Demonstrate ability to utilize innovative instructional technology and to select the most appropriate technologies to enhance student-learning outcomes.
  • Demonstrate expertise in using social and emerging media to create engaging and evolving methods of instruction and student-centered interaction.

Minimum Qualifications:

  • Candidates should possess a Ph.D. in Composition and Rhetoric or closely related field with experience in social justice writing pedagogy and cultural rhetorics and research in the field of writing studies.
  • History of community engagement and initiatives from a social justice perspective required.
  • Candidates must also exhibit a record of academic research and publication, professional activities, successful college-level teaching, and familiarity with both online and hybrid learning environments.
  • ABDs will be considered with the understanding that successful defense of the dissertation/thesis is required prior to the start of the second semester of employment.

Preferred Qualifications:

  • Experience/interest in writing program administration and writing in the disciplines is highly desirable.


This position will be required to continuously read and comprehend, occasionally perform calculations, constantly verbally communicate, frequently analyze, and constantly write. The working conditions for this position will be any combination of the classroom, lab, and/or office space. Certain roles may be required to handle machinery and chemicals. The physical requirement for this position will require occasional sitting, constant standing, occasional bending, frequent walking, and occasionally lifting 10 lbs. or less.


This faculty position will begin Fall 2023. Review of applications will commence in September 2022 and continue until the position is filled. First consideration will be given to completed applications received by October 1, 2022. The salary and appointment rank will be based on education level and cumulative experience. Please note a background check is required for appointment to this position. 

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