Doctoral Coordinator, Full-time - Occupational Therapy

University of St. Augustine for Health Sciences•St. Augustine, FL

14d•Hybrid

About The Position

The Doctoral Coordinator plays a crucial role in maintaining the consistency and quality of doctoral projects for students in the Doctor of Occupational Therapy program. This role involves reviewing project proposals, assisting students in forming their doctoral committees (comprising the coordinator, a content expert, and a doctoral experience mentor), organizing proposal defense sessions, reviewing IRB submissions as needed, and establishing doctoral experiential goals in collaboration with students and committees. The Coordinator also serves as the primary point of contact with site mentors, the program director, and the AFWC regarding student performance in their residency and doctoral project. This is a hybrid position requiring a minimum of one on-campus presence per term to support students.

Requirements

Doctoral degree required.
A minimum of 2 years of teaching experience at the college/university level.
A minimum of 2 years of clinical experience required.
Eligible for state practice license (if applicable).
Exceptional communication, administrative and management skills.
Ability to work collaboratively as part of a team and to interact effectively with colleagues, administrators, faculty members and students, as well as external constituencies.
Demonstrated aptitude in the research process.
Proficiency in Microsoft Office suite (Outlook, Word, Excel, PowerPoint).
Valid driver’s license for State of residence and at least minimum liability insurance required by State.
Faculty Members must be appropriately credentialed, possess an earned degree from an accredited institution or recognized by a country's ministry of education in occupational therapy, and be licensed or license-eligible in the state in which the program is located, in order to teach in specific programs.

Nice To Haves

Post professional doctorate preferred, but candidates currently enrolled in post professional program will be considered.
Experience with distance learning preferred.
Experience in scholarly activity preferred.
Knowledge of IRB requirements.

Responsibilities

Provides student-centered learning through best practice teaching activities.
Optimizes class/lab/online environment conducive to student learning by developing creative, challenging, and evidence-based learning opportunities.
Collaborates with students to create objectives for the capstone project as well as goals for project development and mentorship.
Uses learning assessment information to improve teaching and curriculum; participates in quality improvement initiatives to meet program and institutional goals.
Provides current, organized, error-free instructional materials.
Maintains all components of the learning environment, including online course portal management.
Teaches a significantly reduced teaching load, no more than a 0.5 FTE faculty member with no more than 148 hours per term.
Actively engages in scholarship to advance knowledge.
Establishes and implements an approved scholarship plan/faculty development plan as required by accreditation and university standards.
Stays current with clinical practice and evidence that support content area expertise and professional growth.
Disseminates scholarly work consistent with University policies and accreditation expectations.
Serves on programmatic and university committees as assigned.
Actively participates in his/her professional association.
Serves as university liaison in community and/or professional activities.
Establishes experiential mentorships consistent with the proposed student project.
Acts as an intermediary between students, the mentor, and the program.
Uses release time that enhances the program (e.g., clinical practice, consultation, advanced degree, research, service) as approved by the program director.
Participates in university governance, curriculum planning, and functions to support development and growth of the institution.
Performs course coordinator and lead instructor roles as assigned; works collaboratively with members of the team.
Reviews all proposals for doctoral projects while facilitating the consistency and quality of these projects.
Advises students on academic, professional, and/or personal issues while providing referrals when appropriate.
Provides other administrative duties as assigned.
Completes annual self-evaluation of faculty performance and sets goals for the next year in collaboration with the program director; is actively engaged in faculty development opportunities to meet performance goals.
Promotes professionalism by modeling and encouraging such behaviors inside and outside the classroom setting.
Supports and exemplifies the University’s core values.
Actively engages in interprofessional collaboration activities.
Upholds and enforces student and faculty handbook policies and University policies/procedures.