- Primary responsibilities include teaching (online), mentor and committee work (graduate level only), and contributing to curriculum development. Faculty may also be asked t o 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.
- Specific Accountabilities: Each faculty member will have a workload that varies based upon his/her expertise and the needs of the program/specialization. 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 appropriate school staff; encourages learner participation in course-end evaluation forms; provides innovative input designed to make teaching pract ices more effective; adheres to quality standards and defines quality at 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, Res idencies, 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 particular 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 is able to contribute optimally to essential teaching and related support services to learners.
- 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. Experience
- 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 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 univer sity 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 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 online environment
- Ability to teach/advise and assess at 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
- Demonstrates complete understanding of learner – accommodating 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. Performa nce criteria includes the following (depending upon the type of activities assigned). Evidence of high quality learner interactions as demonstrated through: – Adhering to course room set up procedures and establishes 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 follows case management protocols – End of course evaluations Appropriately meets 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 Capell a 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
- Two years of practitioner and/or clinical experience (in order to be eligible to teach the practice courses)
- Online Teaching experience
- Field Education experience (teaching, liaison, or supervision), preferred – Use of technology to conduct live class sessions with learners and one on one learner advising, as needed .
- Experience teaching in higher education. Online experience is preferred. –
- Experience mentoring doctoral students
- Experience with curriculum, course development and course revisions.
- Experience with leadership through team engagement. – Evidence of supporting learner success and a commitment to quality teaching outcomes.
- Experience presenting at professional conferences on a national and/or local level.
- Experience with scholarly writing and use of APA 6th edition.
- Membership/affiliation in an educational leadership organization on a national, regional, and/or local level.
- Key Differences between Adjunct and Part-Time Faculty: Adjunct Faculty are not engaged with Capella in a continuous relationship. They are assigned work as they are available and as Capella has needs.
- Part- Time Faculty engage in a continuous relationship with Capella, and we are committed to providing work assignments on an ongoing quarterly basis. Only part-time faculty members may participate in Mentoring or Committee Work assignments or any other work assignment that may span four or more quarters. All faculty candidates will be required to complete an unpaid faculty development course as a pre-requisite for employment. This is an essential part of the selection process for both the faculty member and Capella
- An earned doctoral degree from an accredited institution in Counselor Education and Supervision, preferably from a CACREP- accredited program; or employment as a full-time faculty member in a counselor education program for a minimum of one full academic year before July 1, 2013
- Current active state-issued license as a professional counselor (LPC/LMHC); Supervision credential preferred. Dual licensure as a school counselor is desired.
- Experience in graduate-level teaching; online teaching experience preferred
- Two years of practical experience as a counseling supervisor in clinical training courses, either as a faculty or site supervisor
- Knowledge of key concepts in counseling and counselor education, including but not limited to professional identity development, ethical practice, social and cultural diversity, human growth and development, career development, theories of counseling and clinical skill development, group counseling and group work, assessment in counseling, and research and program evaluation. Specialized knowledge in the foundations, contextual dimensions, and practice of clinical mental health counseling, or other counseling specialization, is desired