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Posted: 16-Nov-23
Location: Waltham, Massachusetts
Type: Faculty
Salary: Open
Internal Number: R0008033
The philosophy department at Brandeis University invites applications for a full-time, one-year instructor for the 2023-2024 academic year.  The position, which carries a teaching load of five courses (3/2) may involve advising undergraduate theses. A hire at the rank of lecturer is assumed but a higher rank will be
considered if held previously by the offer candidate.
Candidates should specialize in some area of normative philosophy and have a strong interest in teaching courses in social and political philosophy or ethics of technology. There will be opportunities for teaching upper-level philosophy courses, and possibly a course in the candidateâ™s specific area of research. We value demonstrated excellence in teaching; ideally the candidate has had full responsibility for a course or courses in the listed areas. We are especially interested in candidates who will contribute to a campus climate that supports equality and diversity. A PhD in philosophy is preferred, but ABD candidates may also be considered.
Required materials include: a cover letter describing qualifications and interest, a CV, a research statement, a writing sample, and a teaching statement. Letters of recommendation may be requested at a later stage in the search. Questions about the position should be directed to Kate Moran, chair of the philosophy department (kmoran@brandeis.edu). First consideration will be given to
applications received by April 15, 2023.
At Brandeis, we believe that diversity, equity, and inclusion are essential components of academic excellence. Brandeis University is an affirmative action, equal opportunity employer that is committed to creating equitable access and opportunities for applicants to all employment positions. Because diversity,
equity, and inclusion are at the core of Brandeisâ™ history and mission, we value and are seeking candidates that represent a variety of social identities, including those that have been underrepresented in higher education, who possess skills that spark innovation, and who, through their scholarly pursuits,
teaching, and/or service experiences, bring expertise in building, engaging and sustaining a pluralistic, just, and inclusive campus community.
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