Clinical Assistant/Associate Professor and Director of Learner Success and Wellness, Master of Medical Science in Physician Assistant Medicine

Tarleton State University•Stephenville, TX

7d•Onsite

About The Position

Tarleton State University, a distinguished Doctoral National Comprehensive University, invites applications for the position of Clinical Assistant/Associate Professor and Director of Learner Success and Wellness in the Master of Medical Science in Physician Assistant Medicine. As part of a vibrant academic community dedicated to excellence in teaching, research, and service, this role offers the opportunity to contribute meaningfully to a university that values innovation, collaboration, and inclusive growth. Join us in advancing knowledge and transforming lives—on campus and beyond. Tarleton State University continues to grow its impact across Texas, with four distinct campuses located in Stephenville, Fort Worth, RELLIS-Bryan and Waco, along with a robust online community that extends our reach even further. At the heart of it all is Stephenville, where Tarleton State offers a dynamic environment for faculty and staff. From a lively live music scene and numerous local festivals to rich traditions rooted in the surrounding community, Stephenville provides a vibrant and welcoming atmosphere. No matter where you're located—on campus or online—you are part of a mission that transforms lives and makes a difference across the state of Texas and beyond.

Requirements

Must have earned at least a Master's degree from an ARC-PA-accredited Physician Assistant program AND hold a current NCCPA certification
Must have an unrestricted Texas state license (or be license eligible) as a Physician Assistant.
Minimum of 3 years of clinical practice
Knowledge and understanding of disciplinary subject matter at a level adequate for graduate-level instruction
Written and oral communication skills sufficient to conduct effective teaching and research activities
Ability to interact with students, staff, and faculty in a professional, collegial, and collaborative manner.

Nice To Haves

Previous clinical precepting or teaching experience for an ARC-PA-accredited Physician Assistant or program is preferred.
Qualified applicants new to academia are encouraged to apply and will have the opportunity to work in a highly collaborative environment with active, supportive mentoring and faculty development training.

Responsibilities

Serve as the program's central point of contact for all academic performance concerns, including students identified as at-risk through examination results, faculty referrals, course failure, or self-referral.
Conduct structured, individualized academic counseling sessions using evidence-based advising frameworks aligned with PA educational best practices.
Develop, implement, and monitor comprehensive Individualized Remediation Plans (IRPs) for students who fail to meet minimum competency benchmarks in didactic coursework, OSCEs, clinical skills laboratory performance, or end-of-rotation assessments.
Establish clear, measurable remediation milestones and timelines; conduct scheduled check-in meetings to evaluate progress and adjust plans as clinically and educationally warranted.
Provide targeted coaching for students required to remediate summative assessments, including PACKRAT, end-of-rotation examinations, OSCEs, and standardized patient encounters.
Ensure all remediation activities, outcomes, student communications, and committee deliberations are thoroughly documented in compliance with FERPA, program policy, and ARC-PA documentation standards.
Partner with the Program Director and faculty to address professionalism deficiencies including attendance violations, communication concerns, ethical conduct issues, and clinical demeanor concerns.
Develop and monitor individualized Professional Improvement Plans (PIPs) with clearly defined behavioral expectations, timelines, support resources, and consequences, consistent with the student handbook and program due process procedures.
Maintain thorough, objective documentation of all professionalism concerns, corrective actions, and outcomes for use in Student Progress Committee (SPC) deliberations and formal academic action proceedings.
Serve as a standing or ad hoc member of the Student Progress Committee, contributing complete case documentation, professional judgment, and remediation progress reports.
Design and maintain a systematic, data-informed early identification system to flag at-risk students prior to academic failure, utilizing assessment trend data, faculty early alerts, attendance records, and voluntary student self-referral.
Establish proactive, scheduled touchpoints with all enrolled students — not only those in active remediation — to normalize help-seeking and surface emerging concerns before they escalate.
Collaborate with faculty to integrate universal academic success strategies across the curriculum, including board examination preparation guidance, active study methodology, and time management support.
Develop, implement, and evaluate an annual, program-wide Wellness Calendar addressing physical health, mental health, stress resilience, burnout prevention, and peer community-building, grounded in evidence-based wellness frameworks for health professions learners.
Plan and facilitate recurring wellness events, workshops, and initiatives (e.g., mindfulness sessions, wellness challenges, resiliency seminars, guest speakers on clinician wellbeing) tailored to the specific demands of PA education.
Partner with the PASA (Physician Assistant Student Association) executive board to amplify student-led wellness efforts and strengthen cohort community.
Integrate wellness literacy into the didactic curriculum where appropriate, including content on professional identity formation, compassion fatigue, self-care as a clinical competency, and managing the emotional demands of patient care.
Track participation and outcomes, gather student feedback, and report wellness programming results to the Program Director in support of programmatic assessment and continuous quality improvement.
Cultivate active working relationships with Tarleton State University student support services including University Counseling Services, Accessibility Services (ADA/504 accommodations), the Academic Success Center, and the Dean of Students Office.
Coordinate timely, warm referrals for students requiring mental health services, disability accommodations, financial assistance, or other wraparound support, and follow through to confirm students are connected to resources.
Serve as the program's primary liaison to institutional support units, ensuring student needs are addressed within both program and university frameworks.
Teach assigned didactic content in areas aligned with clinical expertise and program curricular need, as determined in consultation with the Program Director and Director of Didactic Education.
Contribute to the design, delivery, and assessment of professional development content within the curriculum, including topics such as reflective practice, self-directed learning, interprofessional collaboration, and wellness as a professional competency.
Participate in course-level and program-level assessment activities including examination item writing, OSCE case development, and assessment platform administration as assigned.