Director of Institutional Effectiveness & Assessments Job Description

Position: Director of Institutional Effectiveness and Assessments

Department:  Academics

Reports To:  Chief Academic Officer/Board

Location:  Remote & On-campus as required

Position Type: Regular, Full-Time 

FLSA Status:  Exempt

POSITION DESCRIPTION

The Director of Institutional Effectiveness and Assessments (DOIEA) organizes and implements a comprehensive assessment plan. The position promotes a student-centered culture of continuous improvement in pursuit of excellence both inside and outside of the classroom, dedicated to achieving the mission and vision of the Care Hope College (CHC). This position collaborates with faculty, staff and students in the development and measurement of outcomes and the creation of data informed action plans that lead to improved student learning and processes.   The DOIEA facilitates a program of academic assessment at all levels; institutional/educational, program, and classroom; and administers a cycle of program review and annual reporting for all areas of the college; assessment of the academic program and data stewardship in Academic Affairs; understanding the foundations of the strategic plan; developing and maintaining the assigned metrics in each functional area; working to develop and foster a team atmosphere with a self-start attitude and communicate effectively with staff on college level issues, and with all stakeholders. The DOIEA is also responsible for supervising training and supporting others in the assessment processes, analyzing, evaluating, and assisting in implementing strategies that lead to improved institutional effectiveness. The DOIEA is responsible for quality assurance and ongoing internal review of compliance with the state regulatory agencies, accreditation, and college policies and procedures to ensure that the college is in full compliance. This position also serves as an internal resource of review for proposed changes to college operations from a compliance perspective.

KEY JOB RESPONSIBILITIES:

• Facilitate processes for Institutional/Academic assessment and effectiveness, and oversee the Assessment Committee.
• Ensure compliance with college academic policies, regulatory agencies and accrediting bodies, in coordination with Chief Academic Officer, Executive Director, and Board of Governance.
• Collaborate with faculty and staff to support the development, refinement and completion of timely assessment of measurable learning outcomes at the program and course levels. 
  • Assist faculty in the design and assessment of formative and summative assignments and other classroom instruction.
  • Design and facilitate professional development on assessment for faculty and staff including but not limited to assessment professional days and Center for Excellence Workshops. 
  • Administer and assess processes for tracking and maintaining assessment for learning in Administrative, Academic areas with a particular emphasis on CHC programs and student affairs areas.
• Manage internal and external communication of assessment activities and findings. 
• Oversee the development, facilitate and assess processes for collecting, analyzing, organizing and tracking assessment data at all levels. 
• Collaborate with Institutional Research and faculty to analyze, interpret, present, and effectively use data results related to assessment, evaluation, and accreditation to inform strategic decision-making.
• Work with the academic team, and curriculum committee on the instructional/program design, development processes and delivery of courses.
• Work with associate deans, program chairs, and the curriculum development community to answer or to address needs for curriculum changes and/or improvements (texts, outcomes, etc.)
• Assist with accreditation at the program and institutional levels including the facilitation of activities related to TRACS or other accrediting bodies.
• Promote best practices in CHC’s assessment processes.
• Engage in other professional duties as assigned.

EDUCATION/ WORK EXPERIENCE REQUIREMENTS AND DESIRED SKILLS:

• Master’s degree from an accredited institution is preferred
• Two (2) years of experience in academic assessment including as faculty directly overseeing assessment functions.
• Strong quantitative and qualitative data analysis skills.
• Experience with the development of assessment methods for institutional/general education, program and course level learning outcomes. 
• Knowledge in the facilitation of academic program review processes.
• Experience with using technology to facilitate the assessment process. 
• Knowledge of current best practices in academic assessment, academic program review, and co-curricular assessment.
• Ability to effectively engage and support faculty in the academic assessment process. 
• Ability to analyze, interpret, apply, and synthesize quantitative and qualitative data in order to prepare and present information effectively.  
• Excellent interpersonal skills with a demonstrated ability to work with diverse members of the College and higher education communities including faculty, staff, administrators, external reviewers and accreditors.
• Strong commitment to strengthening diversity, equity, and inclusion in higher education.
• Strong integrity, flexibility and ability to adapt to changing requirements.
• Ability to make decisions and work independently with exceptional problem-solving and analytical skills.
• Required proficiency in Microsoft Office Suite Products, Internet, MS Project, course management systems, computerized assessment software, and web authoring software required
• Excellent analytical, interpersonal, oral, and written communication skills required
• Effectively communicate orally (in person and by telephone) and in writing.
• Multi-task yet maintain close attention to detail and timeliness of work production.
• Work in a positive team-oriented manner with a variety of people (students, faculty, staff, administrators, vendors, and members of the general public)
• Interpret common journals and legal documents. Able to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community.  
• Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Present facts to faculty for a departmental response. Able to deal with a variety of information presented in oral or written formats. Able to deal with non-verbal behavior in assisting with problem/conflict resolution.
  • Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Frequently required to use hand to finger, handle, or feel (including the use of computer keyboards) and talk or hear (including the use of a telephone and computer).

Occasionally required to walk, stand, and make presentations.

Position may involve sitting at a desk for extended periods of time.

Specific vision abilities include close vision and distance vision.

CORE COMPETENCIES:

• Integrity – operates within the highest ethical standards and integrity in all aspects of the position
• Motivated/Results Oriented – a fantastic record of personal drive and the determination to succeed
• Mission Oriented – passionate about helping others; ownership spirit with a competitive disciplined execution for results
• Listening Skills – must be an active listener to ensure student and client needs are fully understood and met
• Influence – skilled at directing and motivating others towards personal, academic, and professional success
• Analytical Skills – excellent abilities in using best practices to analyze, interpret, present, and effectively apply data results related to assessment and evaluation, to improve learning outcomes and success of students.

CHC will seek to reasonably accommodate qualified individuals with a disability. Such reasonable accommodation may take the form of making existing facilities readily accessible to or usable by individuals with a disability, restructuring jobs, modifying schedules, acquiring, or modifying equipment, adjusting training materials, adjusting employment policies, and the like.

Medical Surgical Nursing Instructor Job Description

Position: Medical Surgical Nursing Instructor (Full-Time)

Department:  Academics

Reports To:  Chief Academic Officer/Board 

Location:  Remote & On-campus as required 

Position Type: Regular, Full-Time 

FLSA Status:  Exempt

Salary: Based on experience 

Schedule: To Be  Determined (TBD)

POSITION DESCRIPTION: Care Hope College seeks a Nursing Instructor to teach and develop courses in Nursing (Medical-Surgical). 

• Full-time faculty are typically assigned lecture hours (or the equivalent in laboratory, studio or related activities) of student contact time per week. 
• Office hours and Bachelors/Associate Degree and Practical Nursing Programs activities are also required. 
• Faculty are expected to participate in Care Hope College’s governance through departmental, instructional, and other required campus meetings as well as Faculty Senate appointments to standing councils, committees, and/or a variety of task forces. 
• Teaching assignments may include a mixture of day, evening, weekend or online classes.

Essential Duties & Responsibilities: 

The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements and duties does not exclude them from the position if the work is similar, related, or a logical assignment to this class.

Classroom Duties:

• Provide instruction that includes lecture and laboratory classes in Medical Surgical Nursing in accordance with the established Care Hope College approved curriculum and course outlines and in compliance with Florida Board of Nursing (FBON) curriculum requirements
• Inform students about course requirements, evaluation procedures, attendance and participation requirements in a course syllabus.
• Effectively teach and communicate with students of diverse backgrounds

Interaction with Students Outside of Class:

• Advise students on academic and career matters
• Assist in outreach and articulation with local high schools, colleges and universities
• Post and maintain adequate and regular office hours in accordance with prevailing policy
• Comply with FBON requirements related to advising, mentoring and modeling of professional behavior.

Out-Of-Class Duties:

• Maintain necessary attendance, scholastic and student records, and submit them according to college and FBON published guidelines
• Prepare and grade class assignments and evaluations according to course syllabus and in accordance with regulatory agency requirements associated with the Bachelors/Associate Degree and Practical Nursing Programs
• Attend and participate in Bachelors/Associate Degree, and Practical Nursing Programs meetings as mandated by the FBON.

Professional and Curriculum Development:

• Maintain currency in field as mandated by the FBON
• Develop, maintain and evaluate curriculum
• Maintain and review course specific and program level student learning outcomes 
• Interact with faculty and staff in other areas of instruction and participate in the development of instructional methods, technology, and materials
• Work with peers in higher education, business and industry to maintain the currency of instructional programs.

Scholarship of Teaching and Learning:

• Promote student success through the scholarship of teaching and learning.
• Create communities of practice with faculty and staff in other areas of instruction to develop and implement effective instructional methods, technologies, and materials, in purposeful assessment at the course, program, and institutional levels 
• Foster significant, long-lasting learning for students

Interaction with Colleagues:

• Participate in campus/college governance by serving on campus/college committees -Participate in professional development, student and other educational activities in accordance with college policies
• Maintain written records of interaction and communication with associate faculty and hospital facility colleagues regularly and in accordance with the FBON 
• Always demonstrate respect for the rights and needs of students and demonstrate respect for staff, colleagues and the teaching profession 
• Comply with American Nurses Association code of Ethics, the Nurse Practice Act, FBON and ACEN faculty requirements which supersede college and faculty association requirements.

Qualifications & Requirements: 

Minimum Qualifications – 

1. A Master’s degree in nursing (nursing education preferred); AND
2. Direct patient care experience (within the last three – five [3-5] years) in Medical-Surgical which can be met by:
3. one (1) year of professional experience providing direct patient care as a registered nurse in the Medical-Surgical specialty; AND
4. two to three (2-3) academic years of registered nurse and/or practical nurse level college or university teaching experience within the past five years; OR
5. Its equivalent demonstrates clinical and academic level competency in Medical-Surgical nursing education.

Substitutions 

Substitutions for meeting the education requirement of this position are allowed as follows:

1. A Bachelor’s degree in nursing; AND
2. A Master’s degree in health education, or health science

Desired Qualifications 

1. Strong academic preparation in Nursing as evidenced by undergraduate and graduate level coursework
2. Demonstrated ability to teach a variety of Nursing courses
3. Recent (within the last 5 years) teaching experience in Nursing at an accredited or FBON approved college or university
4. Demonstrated commitment to diverse teaching methods and learning styles
5. Evidence of a strong commitment to remain current in Nursing and the instruction of Nursing and CHC
6. Demonstrated commitment to community college education, as evidenced in personal and/or professional experience
7. Demonstrated excellence in teaching (enthusiasm, knowledge of subject matter, student motivational skills and ability to teach students with diverse academic, socioeconomic, cultural and ethnic backgrounds)
8. Interest in and/or ability to use relevant and modern technology in Nursing instruction (Microsoft Office Suite, Computer Operating Systems, and CHC Learning Management Systems)
9. Demonstrated ability to respond effectively to such issues of diversity as academic preparedness, culture, gender, race, ethnicity, sexual orientation, socioeconomic circumstances, and disability
10. Demonstrated ability to work effectively with colleagues and students.