Visiting Assistant Professor of Chemistry

Visiting Assistant Professor in Analytical Chemistry at Davidson College

The Chemistry Department at Davidson College invites applications for a one-year position as a Visiting Assistant Professor with expertise in general and analytical chemistry, to begin on July 1 2024. Duties may include teaching lecture and laboratory classes in general chemistry, analytical chemistry, and chemistry for non STEM majors. The total teaching load is five courses per year, including labs. Candidates must have a Ph.D. in Chemistry or expect to have earned a Ph.D. by the start of employment.

Candidates will be evaluated based on the following application materials (pages are suggested length): a cover letter describing your interest and qualifications for the position (1-2 pages), a CV (2-5 pages), a teaching statement describing your teaching philosophy and how you would foster inclusivity and diversity in the classroom (1-2 pages), and undergraduate and graduate transcripts. Include in your CV names and contact information for three people from whom letters of recommendation may be solicited later. See for additional information about the area, college, department, position, search process, and specific guidance for materials requested. Review of applications begins immediately, and the position will remain open until filled. Inquiries may be directed to Jeffrey Myers, Chemistry Department Chair, jemyers@davidson.edu. at davidson.edu/jobs.

Davidson College is a highly selective, residential, four-year liberal arts college, located 20 miles from Charlotte, NC that is consistently ranked among the top liberal arts colleges in the country. Davidson places emphasis on excellence in teaching, features outstanding facilities, and provides institutional funding for research, travel, and sabbatical leaves. Davidson faculty and students benefit from small class sizes at all levels. A collegial, respectful atmosphere honors academic achievement and integrity, upholds educational excellence, encourages student-faculty collaborative research, and prioritizes inclusive pedagogy.