Detailed Job Description
Synopsis of Role:
Full-time faculty members are first and foremost teachers and play a key role within a school as course leads. They are united by the common goal of inspiring academic excellence in students with a broad range of interests and experiences. They are key to creating a rewarding online learning experience for students by engaging them, challenging them, and supporting them. They provide the resources for a quality learning experience for students by ensuring coherence in the discipline, rigor in the content, and relevance and currency to the practice. Full-time faculty members/course leads contribute to a range of activities that support student learning outcomes, program quality, and discipline integrity, all of which focus on student learning and retention. They work with other departments including instructional design, Library and course materials, and marketing.
Academic Responsibilities and Essential Functions:
Responsible for course curriculum quality to include:
- Teaching excellence
- Deliver online lessons to undergraduate and/or graduate students.
- Initiate, facilitate, interact and moderate online classroom forums.
- Be a faculty leader in your classes embracing fully the Community of Inquiry Framework of Teaching Presence, Cognitive Presence, and Social Presence.
- Comply with APUS guidelines and expectations for quality faculty engagement online.
- Evaluate and grade students' class work, assignments, and papers within the timeframe set forth by APUS policy providing effective feedback to guide student learning and success.
- Engage in the classroom and reply to emails, etc. at least every other day, including one day during the weekend.
- Remain aware of classroom procedures and use of instructional materials.
- Participate in professional development to enhance teaching skills.
- Annually complete at least two APUS Faculty Development modules for effective online learning and teaching.
- Work with Director of Programs and collaborates with faculty to ensure discipline, program and course continuity, currency, and relevance.
- Define course objectives, review regularly, and revise as needed.
- Update course content and materials and/or delivery methods, based on information such as emerging practice changes in the discipline, instructional effectiveness data, current or future performance requirements, feasibility, and costs.
- Analyze courses and prepare analysis for program and course reviews, and course and homework contact hours.
- Remain aware of new classroom procedures, APUS requirements, and instructional materials.
- Attend regular meetings with Director of Programs to stay aware of how their courses fit within the overall program progression and other APUS requirements.
- Ensure APUS instructional standards and policies are reflected in course design.
- Ensures model courses are developed and maintained according to applicable APUS, accreditation, certification, or other requirements.
- Contribute to advancing the discipline as a leader
- Keep abreast of developments in one’s own field by reading current literature, engaging with colleagues, and participating in professional organizations and conferences.
- Participate in professional development activities.
- Administrative responsibilities
- Attend school and discipline meetings (monthly or quarterly) on curriculum, content, development of discipline and practice, and APUS expectations.
- Convene meetings with faculty teaching your courses to ensure they are aware of the curriculum intent.
- Provide guidance to instructors to clarify lessons, assignments, and course design elements
- Adaptability/Flexibility — Open to change (positive or negative) and to considerable variety in the workplace.
- Cooperation – Pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Communications — Knowledge of communication and dissemination techniques and methods. This includes alternative ways to inform via written, oral, and visual media.
- Critical Thinking – Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
- Deep Knowledge – Knowledge of one’s discipline family and practice and the ability to translate theory and practice into learning opportunities that advance the discipline.
- Education — Knowledge of principles and methods for curriculum design, teaching and instruction for individuals and groups, and knowledge of measurements.
- Initiative – Willing and able to take on responsibilities and challenges.
- Leadership – Willing and able to lead; take charge, and offer opinions and direction.
- Learning Strategies — Selecting and using instructional methods and procedures appropriate in the discipline family when learning or teaching new things.
- Monitoring — Monitoring/assessing curricula to make improvements or take corrective action.
- Self-Control – Maintain composure, keep emotions in check, control anger, and avoid aggressive behavior, even in very difficult situations.
- Stress Tolerance —Ability to accept criticism and deal calmly and effectively with high stress situations.
- Terminal degree in business administration from a regionally accredited institution is required.
- Five years or more of experience in information systems, operations management, analytics, project management or healthcare field is required.
- Three years of online college-level teaching experience is required.
- Proficient in Microsoft Office Suite programs required.
- Record of excellence in teaching.
Preferred Areas of Expertise and Experience:
- Research and Publishing
- Multimedia and technology implementation
- Course Development and design