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

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 Makes case management recommendations as necessary. 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 Makes case management recommendations as necessary.

Work Experience: Expertise in biostatistics, epidemiology, policy analysis, or program evaluation is required. Experience with how to conduct and oversee public health research is required. Two or more years teaching required. Teaching in an online setting is preferred. A strong background in qualitative research methods, GIS mapping, financial management, or project management is a plus. Experience teaching in higher education is preferred. Experience mentoring doctoral students is preferred. Experience writing curriculum is preferred. 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. 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 7th edition.

Education: A doctoral degree in public health is required. 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. 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 Capella Core 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. SEI offers a comprehensive package of benefits to employees scheduled 30 hours or more per week. In addition to medical, dental, vision, life and disability plans, SEI employees may take advantage of well-being incentives, parental leave, paid time off, certain paid holidays, tax saving accounts (FSA, HSA), 401(k) retirement benefit, Employee Stock Purchase Plan, tuition assistance as well as entertainment and retail discounts. Non-exempt employees are eligible for overtime pay, if applicable. Careers - Our Benefits, Strategic Education, Inc SEI is an equal opportunity employer committed to fostering an inclusive and collaborative culture where individuals can grow their careers and contribute fully. We strive to attract talent with broad experiences, skills and perspectives. We welcome applications from all. Capella University Adjunct and Part-Time Faculty compensation: Capella University GuidedPath Format - The pay for teaching a course range from $500 - $4,000. The average is over $3,000. Capella University FlexPath Format - The pay for teaching a course range from $125 - $4,000, depending on enrollment and particular program. The average is over $3,000. The pay for doctoral mentoring assignments is typically $400 per mentee (GuidedPath or FlexPath). Doctoral reviewer assignments start at $200.