Assistant professor (full-time), nursing prelicensure bsn program, guidedpath

Assistant Professors are full-time employed faculty who provide a variety of educational services to degree, certificate, and non-degree learners. Assistant Professors are responsible for meeting the expectations and requirements of Capella University while establishing and maintaining effective relationships with learners, colleagues, staff, and administration. Assistant Professors are able to perform well in all key accountabilities of the role, are nimble and flexible and expected to be able and willing to take on essential roles and other duties as needed, within the department, school or university. Assistant Professors ensure 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 inclusive experiences that deliver exceptional learning outcomes. Capella values the scholarly-practitioner model and expects Assistant Professors to continue learning and development through participation in scholarly activities or professional practice in the discipline.

Among the responsibilities that Assistant Professors are expected to perform include: teaching (online), mentor and committee work (graduate level only), and contributing to curriculum development. Assistant Professors also participate in school governance through faculty committees and may participate in a variety of other activities based upon the university’s needs and the faculty member’s unique skill set.

Essential Duties & Responsibilities:

• Teaching and Instruction – Assistant Professors are highly engaged instructors in the courses and residencies they teach. They are sought out by learners and consistently exceed set expectations for faculty who teach courses at Capella. Assistant Professors use course data to constantly improve their individual teaching performance and contribute regularly to the improvement and refinement of the courses they teach. Regularly reviews course feedback and implements change to continually strengthen performance and enhance learner experience.
• Doctoral Mentoring – Assistant Professors are highly knowledgeable about established dissertation and doctoral capstone processes and resources. They interact effectively with learners, develop strong relationships and offer guidance. They have demonstrated success in chairing and serving on doctoral committees. Assistant Professors facilitate highly interactive dissertation and capstone course-rooms and their learners are supported to timely completion of the dissertation or capstone product.
• Curriculum and Course Development – Assistant Professors are knowledgeable in the Capella course development process and have demonstrated the ability to work successfully with cross functional partners across Capella to plan and deliver high quality course and curriculum in the area of their expertise. Participates in the design development and continuous improvement of courses and course materials including course plans, objectives, and outcomes, teaching aids, competency-based assessments, and authentic assessment tools. Ensures sensitivity diversity and inclusiveness in curriculum design, course content, and study materials as needed.
• School and University Governance – Assistant Professors regularly demonstrate leadership roles in school and university governance. They willingly assume school and university committee roles as active participants and are effective in driving the positive impact of these governance structures. They are the role models and leaders among faculty and serve as peer mentors.
• Professional Service and Practice – Assistant Professors are active in contributing their professional knowledge and skills to the needs of their local communities and within their professional network affiliations. They carry the “Capella Brand” and mission to their local regions and communities.
• Research and Scholarship – Assistant Professors stay current in their scholarly field(s) and demonstrate expertise through writing, speaking and conference attendance.
• Leadership through Team Engagement – Assistant Professors are expected to take on essential roles and other duties as needed, within the department, school or university. Bringing their unique skills and perspectives, Assistant Professors regularly contribute to departmental leadership whether it be through specific roles, active contribution of innovative ideas, or taking on challenging tasks.

Additionally, some Assistant Professors may have certain “areas of emphasis” where a greater degree of leadership is expected and include 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, Field Education, Accreditation or support of B2B partnership efforts. Responsibility areas and specific assignments are based on the needs of the school and capabilities of the faculty member. Faculty assignments and areas of emphasis may vary significantly from school to school; however, the position is structured to ensure the faculty member is able to contribute optimally to essential teaching and related support services to learners.

Job Skills:

• Teaching and Assessment and/or Doctoral Mentoring: Refers to the ability to enable learner academic progression, provide guidance, and enhance learner experience.
• Research and Scholarship: These activities advance teaching and mentoring as well as professional development.
• Professional Service and Practice: Includes external-facing activities related to learners, institution, profession, and/or community.
• Governance and Leadership: Include internal-facing activities to increase the effectiveness of the institution, the school, and faculty practice.

Performance Criteria:

Satisfactory performance of teaching and/or mentoring activities based on the university faculty expectations is required and will be reviewed as part of the annual plan of work and review process.

Work Experience:

Two or more years teaching in higher education and in an online setting in a BSN (pre-licensure) program including didactic and clinical experiences required. Experience teaching maternity/pediatric courses for prelicensure programs highly preferred. 5 years of clinical experience as a labor/delivery nurse or pediatric nurse required. Experience teaching across disciplines and integrating science with nursing education required. Experience mentoring doctoral students preferred. Experience writing curriculum required. 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 preferred. Experience with scholarly writing and use of APA 7th edition.

Education:

All degrees must be conferred and from a regionally accredited institution. Copies of required certificates and licenses and unofficial transcripts for all graduate degrees with the institution and conferred degree and date must be attached. Doctorate in related field such as EdD, PhD, or DNP highly preferred. Master of Science in Nursing (MSN) required.

Certificates, Licenses, and Registrations:

Active unencumbered current license as a Registered Nurse required. Include verification downloaded from nursys.com. Willing to obtain MN RN license and other RN licenses based on program need required.

Other:

Must be able to travel occasionally should a business need arise. For most roles travel would not be common. Travel may involve plane, car or metro. In accordance with ADA policies, reasonable accommodations regarding travel limitations can be provided. Travel will be more common for roles such as Account Executives (25 - 50%), senior leaders (10 – 20%) or all levels of Capella Faculty (5 – 10%). Ability to work onsite in Corporate or Campus location (in a typical office environment) may be required based on role. If so, this would include being mobile within the office, including movement from floor-to-floor using elevators or stairs. If offsite or hybrid role, must have access to work in setting which enables meeting all requirements of the role (including privacy, reliable internet access, phone, ability to video conference, etc.) at a remote location. Faculty and Federal Work Study roles require access to work in setting which enables meeting all requirements of the role (including computer, privacy, reliable internet access, phone, ability to video conference, etc.) at a remote location. This role may require lifting, however reasonable accommodations will be provided in accordance with our ADA policies. Must be able to meet critical thinking and problem solving aspects aligned to job duties, as well as effectively communicating with co-workers. Must be able to work more than 40 hours per week when business needs warrant. Accommodations related to schedule may be considered. Able to access information using a computer. Other essential functions and marginal job functions are subject to modification.

Applicants must be authorized to work in the United States. Visa sponsorship is not available for this position.