Business Analytics, Department of Operations, Innovation, and Leadership - Adjunct Faculty at University of Maryland Global Campus in Hickam AFB, HI

Job description

Adjunct Faculty – Business Analytics Department of Operations, Innovation, and Leadership | University of Maryland Global Campus (UMGC) This position is specifically to teach on-site at Hickam Air Force Base, Hawaii . Local applicants only; UMGC does not sponsor logistical support for this role. Business Analytics (BMGT 610): A study of business analytics, an important capability for companies operating in competitive markets. Topics include collecting, importing, exporting, organizing, and optimizing data and creating and managing data frames. Statistical software and data visualization tools are used to make informed data-driven decisions, solve real-world problems, and increase productivity and efficiency. At UMGC, we don’t just teach; we empower . Founded in 1947, UMGC is an open-access, minority-serving institution serving over 90,000 nontraditional learners worldwide, including a proud, large military-affiliated population. Our students are mature, highly dedicated, and balancing careers, families, and service. As an Adjunct Faculty member, you are the essential partner helping them bridge the gap between classroom theory and real-world career success. Why Teach with UMGC? Focus on Students, Not Course Design: All courses follow a standardized, pre-designed, unified course model. Standardized rubrics, OER materials, library resources, and digital textbooks are fully provided at no cost to you. You get to focus 100% of your energy on mentoring, facilitating, and providing high-quality feedback—no unpaid course-building required. Ongoing Growth: We invest in you. All newly hired faculty receive comprehensive online orientation, alongside ongoing, cost-free professional development opportunities. The Rhythm of Your Week (Key Responsibilities) Adjunct faculty bring our pre-built curriculum to life through real-world expertise and active mentorship. Classroom Engagement & Presence Be Visible: Maintain an active classroom presence at least 5 days per week, introducing yourself with a welcome announcement and driving discussions. Bridge Theory & Practice: Enrich the pre-built curriculum with your own professional expertise and real-world examples. Build Belonging: Foster an inclusive, culturally responsive environment where adult learners feel supported and motivated. Responsiveness & Feedback Stay consistently engaged with learners throughout the course by responding to inquiries, returning feedback, and posting final grades within the expected timeframe. Proactive Support & Collaboration Monitor Progress: Use available data tools to track student engagement and conduct proactive outreach to at-risk students. Team Up: Partner with success coaches, academic staff, and portfolio directors to refer struggling students to UMGC support resources. Stay Connected: Participate in UMGC's vibrant faculty community, including the Program Hub and ongoing training. Minimum Qualifications: Education: ​A Terminal degree in Business Analytics, Data Analytics, or a related field from an accredited institution of higher learning. Experience: Directly relevant, current and active industry professional experience in Business or closely related field. 3 years of prior teaching experience in statistical analysis, data mining, predictive analytics, machine learning, data visualization, data-driven decision-making, optimization techniques, and/or business intelligence. Legal Status: Applicants must have and be able to maintain their own legal status in the country in which they apply to teach. English Language Proficiency: Applicants must demonstrate proficiency in written and spoken English sufficient to effectively teach course content, communicate with students, and evaluate academic work in English. The Mindset: A deeply student-centered approach rooted in empathy, flexibility, professional integrity, and cultural responsiveness. Preferred Qualifications: Experience teaching adult learners in an online, asynchronous environment. Prior postseconda