Part-Time Faculty, Master and Doctor of Public Health, GuidedPath

Capella University Part-Time Faculty, Master and Doctor of Public Health, GuidedPath

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locations

Remote

time type

Part time

posted on

Posted Yesterday

job requisition id

R31279

Part-time faculty provide a variety of educational services to degree and certificate learners. Faculty are responsible for meeting the expectations and requirements of the Capella learner while establishing and maintaining effective relationships. Faculty ensures that learners receive quality educational experiences consistent with stated course outcomes as well as HLC and any program accreditation standards. They provide high-quality, impactful, and successful experiences that deliver exceptional learning outcomes. Capella values the capabilities and talents of its faculty and expects continued learning and development through participation in outside scholarly activities or practice in the discipline

Essential Duties & Responsibilities:

• Primary responsibilities include teaching (online), mentoring and committee work (graduate-level only), and contributing to curriculum development.
• Faculty may also be asked to participate in school governance through faculty committees and in a variety of other activities based on the university’s needs and the faculty member’s unique skill set.
• Specific Accountabilities: Each faculty member will have a workload that varies based upon his/her expertise and the needs of the program/specialization.
• The following are the accountabilities expected for faculty in the primary areas of responsibility:
• Course Participation:
• Provides expertise in subject matter.
• Facilitates course discussions, ensuring active participation among learners, creating entries at least 3-6 times per week.
• Responds to learner inquiries within 24-48 hours.
• Assesses learner assignments and engagement.
• Provides appropriate feedback, coaching, and reinforcement of effective critical thinking.
• Reports at-risk learners to the appropriate school staff.
• Encourages learner participation in course-end evaluation forms.
• Provides innovative input designed to make teaching practices more effective.
• Adheres to quality standards and defines quality at the course level in line with departmental and university norms.
• Mentoring and Committee Work (graduate level and part-time faculty only):
• Facilitates discussions with learners to ensure ongoing progress toward successful completion of dissertation.
• Reviews and critiques learner work, providing relevant feedback.
• Participates in dissertation committee meetings.
• Curriculum Development:
• Participates in the design and development of courses and course materials, including course plans, objectives, outcomes, teaching aids, activities, and evaluation tools.
• Ensures sensitivity to race, gender and disability in curriculum design, course content, and study materials.
• School Governance and Faculty Committees:
• Actively participates in appropriate department, division, or university committees.
• Other Activities (may be assigned and vary from quarter to quarter):
• Faculty staff meetings, Residencies, Capella-sponsored faculty development, problem resolution, faculty orientation/mentoring, web board facilitation, course revisions, etc.
• Some faculty may have certain “areas of emphasis” such as specialized responsibilities or coordinating functions in support of the school’s educational goals, such as Learner Management, Research and Advising, Program Development, and Advising or Accreditation.
• Responsibility areas and specific assignments are based on the needs of the school and capabilities of the faculty member and will vary from quarter to quarter. Faculty assignments and areas of emphasis may vary significantly from school to school; however, the position is structured to ensure the faculty member can contribute optimally to essential teaching and related support services for learners.

Job Skills:

• Experience teaching in higher education.
• Experience teaching online.
• Experience mentoring doctoral students.
• Experience writing curriculum.
• Membership/affiliation in an educational leadership organization on a national, regional, and/or local level.
• Demonstrated commitment to service and practice in the field of educational leadership.
• Experience with leadership through team engagement.
• Evidence of supporting learner success and a commitment to quality teaching outcomes.
• Ability to contribute through teaching and/or service to the diversity, cultural sensitivity, and excellence of the academic community.
• Experience presenting at professional conferences on a national and/or local level.
• Experience with scholarly writing and use of APA 6th edition.
• Variety and Complexity of Work Expected.
• Developing single-course content, translating subject matter, and facilitating complex learning in a web-based environment.
• Resolving learner/academic-focused problems relative to achievement of academic goals; requires independent judgment and decision-making.
• Managing a full instructional load plus some administrative responsibilities.
• Managing faculty advising functions as needed by the school and/or program.
• Responsibilities are generally not prescribed and have broad parameters that will lead to the mastery of the subject matter and application or practice of learned proficiencies in the professional field.
• Positively impacts learner retention and learner success.
• Willingness to teach courses and residencies for which they have not yet taught but are consistent with faculty member expertise - Acts under general guidance and collegial consultation regarding development of course content and providing constructive input regarding university practices

Knowledge, Skills, and Abilities:

• Extensive knowledge of academic discipline and educational standards.
• Understanding of Capella University and school philosophy, policies, guidelines, and practices.
• Knowledge of adult learning theory and practices, such as the development of learning contracts, collaborative learning, and active learning strategies.
• Assessment: Exceptional ability to assess learning through feedback, coaching, and interpersonal skills.
• Ability to develop/maintain curriculum and assessment in an online environment.
• Ability to teach/advise and assess at an appropriate level - Demonstrated ability to identify/determine alternatives to resolve complex problems.
• Community - Ability to consistently contribute to Capella’s community of spirit, trust, interaction, and learning.
• Acts in ways that support an environment of continuous improvement and a positive learner experience.
• Operates from a clear sense of well-developed personal values and standards, demonstrating integrity, honesty, and authenticity in all actions.
• Learner-Focused.
• Demonstrates complete understanding of the learner – accommodating the unique needs and expertise of each learner.
• Provides support and opportunity for the learner to continually deepen his or her understanding of individual purpose and pursue it through educational experiences - Demonstrates a commitment to meeting the expectations and requirements of a diversity of learners.
• Is attentive to at-risk learners, following established case management protocols and reaching out to appropriate school staff.
• Course Management Skills.
• Excellent course management skills.
• Use of technology in teaching and learning in an online environment - Microsoft Office products and web fluency
• Performance Criteria: Core faculty will be assessed based upon their demonstration of personal drive to accomplish goals and consistently meet expectations. Performance criteria include the following (depending upon the type of activities assigned).
• Evidence of high-quality learner interactions as demonstrated through:
• Adhering to course room setup procedures and establishing rapport with learners
• Facilitating course discussions, ensuring active participation among learners, creating entries at least 3-6 days per week
• Responding to learner inquiries within 24-48 hours
• Assessing learner assignments and engagement in a timely manner consistent with university and program requirements
• Reporting at-risk learners to appropriate school staff and following case management protocols
• End-of-course evaluations appropriately meet qualitative standards
• Quality of teaching
• Quality of mentoring
• Quality of residency involvement
• Contributions to the specialization/school or university
• Demonstrates active interest in one’s performance and is responsive to feedback
• Disciplinary expertise as relevant to Capella needs
• Ability to manage a breadth and depth of work activities and responsibilities
• Demonstrates a breadth of capability across a variety of learning activities
• Demonstrates flexibility in managing workload
• Achieves quality learning outcomes
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