Faculty Career Listing |
School of Psychology
Core Faculty I/O Psychology #6347
Core faculty are full-time employees who provide an array of educational services to degree learners. Primary responsibilities include teaching (online), assisting with mentoring and development of new and seasoned adjunct faculty, and providing input into the development of new program specializations and revision of curriculum and online courses. Core faculty teach graduate courses in the core and specialty curriculum, mentor graduate students in their specialty area, serve on comprehensive exam and dissertation committees, and serve as residency faculty at academic sessions. They will assist in designing, developing, and implementing new programs, services, and curriculum targeted to help learners achieve academic success. Core faculty must have understanding and experience with utilizing collaborative techniques in the delivery of education. Candidates must have the ability to be flexible and possess excellent communication skills. They must understand the University's purpose, values, goals, standards, and policies. Core faculty also participate in School governance through faculty committees and may perform other duties as apparent or assigned. Core faculty are responsible for ensuring that learners receive quality educational experiences consistent with stated course outcomes, as well as any other program accreditation standards, following Capella's Good Practices guidelines and faculty expectations (as defined), and providing an impact on and successful experience to Capella learners that delivers on the Capella Brand Promise. Capella supports the scholar/practitioner faculty/teaching model; faculty are encouraged to stay current with their area of specialization through scholarly and professional activities.
Responsibilities:
- Community Development: Shares responsibility with the chair to maintain a learning community through clear expectations and communication; clarification of policies and procedures; transparency in actions and motives; commitment to the learner and faculty; anticipation of potential challenges; the employment of proactive discussions and action; accountability; commitment to HASOP and Capella; understanding of the expectations of the "business of education" model.
- Leadership: Learner engagement and focus on enhancement of learning community — a unique and focused assignment for this core faculty member is to lead the enrichment of the learning community with a focus on learners.
- Course Participation: Provides expertise in psychology, with primary responsibility in the industrial/organizational discipline; facilitates course discussions, ensuring active participation among learners; assesses learner assignments and engagement; provides appropriate feedback, coaching and reinforcement of effective critical thinking; experience and skills in shaping and supportive learning community among faculty and learners, assisting Faculty Chair as directed; assists in the identification of learners as well as faculty not meeting expectations, takes coaching actions, works with Faculty Chair, as assigned, to develop and implement intervention/support strategies; encourages learner participation in course-end evaluation forms; provides innovative recommendations designed to make teaching practices more effective; adheres to quality standards and defines quality at course level in line with departmental and university norms; helps to develop the effectiveness of adjunct instructors.
- 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.
- Contribution to the Professional Field: Active practitioner in the field; maintains affiliation with professional associations, as appropriate; encourages and models professional association participation and presentations for learners; guides and supports learner publication.
- A "typical" job assignment in a year may look as follows:
- Teaching 8 online courses.
- 10 mentee / chair assignments and 20 committee memberships.
- Attend 3 Colloquia.
- Participation on a HASOP Faculty or IRB standing committee.
- Maintain a discussion group with interested I/O learners to develop interest, knowledge, trends, and research potential in a focused I/O area.
- Assignment to specialty areas of:
- Learner success, communication, problem solving, learner tracking, learner recognition and reinforcement.
- Research mentoring; publication mentoring; process clarification; and comprehensive.
- Responsibility areas and specific assignments are based on the needs of the School and particular capabilities of the faculty member. Faculty assignments and areas of emphasis may vary from term to term. However, the position is structured to ensure that the faculty member is able to contribute optimally to essential teaching and related support services to learners. Assignments are made to meet the needs of the specialization and may consist of a different formula to maintain a full work week developed between the chair and each core faculty member.
- Core faculty will maintain ongoing contact with the Chair and ensure that s/he can be reached during normal work hours. This will be a close working , collaborative relationship as a team consisting of the chair and all core faculty. Faculty earn 30 Non-engagement time (NET) days off each year. Timing of NET is negotiated with the needs of the specialization and Faculty Chair. Core faculty will not hold other full time academic positions.
Qualifications:
Education: PhD in Psychology, I/O-Organizational Psychology specialization. Demonstrated contribution to the discipline such as publishing, committee involvement, professional workshops/presentations and professional association involvement.
Experience: Significant experience as a practitioner in the field plus minimum 3 years teaching in a relevant educational setting. Familiarity with online teaching. Experience that provides an understanding of the specific needs of the adult, non-traditional learner. Publication experience is desired.
- Knowledge, Skills, and Abilities:
- Extensive knowledge of academic discipline and educational standards.
- Ability to develop/maintain curriculum and assessment in online environment.
- Use of technology in teaching and learning.
- Working knowledge of Capella University and School policies, guidelines and practices.
- Knowledge of adult learning theory and practices such as development of learning contracts, collaborative learning, and active learning strategies.
- Ability to teach/advise and assess faculty and learners at an appropriate level.
- Skills of conducting and publishing research, including identifying resources; collecting and reviewing pertinent data; and applying the results to specific situations.
- Demonstrated ability to identify/determine alternatives to resolve complex problems.
- Ability to mentor research or professional demonstration projects.
- Ability to assist with faculty development, including peer review and faculty mentoring.
- Microsoft Office products (Word / Excel / PPT at a minimum) and web fluency.
- Committed and excited about distance learning
- Values and respects others and is able to convey it to learners and colleagues
- Values the mentoring process
- Able to lead, follow, or get out of the way as the situation calls
- Variety and Complexity of Work Expected:
- Varied and complex subject matter content and teaching methodology.
- Assessing learner needs; coaching and mentoring learners through their academic programs.
- Guiding new specialization development; collaborating on course development; translating subject matter; and facilitating complex learning in an internet environment.
- Learner/academic focused problems relative to achievement of academic goals requires independent judgment and decision making.
- Managing full instructional load plus some administrative responsibilities.
- 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
Please forward cover letter and resume |
|