Dual Credit Coordinator (English)

Saint Louis University•SLU Saint Louis, MO

6d•Hybrid

About The Position

Founded in 1959, Saint Louis University’s 1818 Advanced College Credit Program is the oldest dual credit program in the U.S. west of the Mississippi River and has a long history of providing high school students the opportunity to earn college credit from SLU at a significantly reduced tuition rate. The 1818 Program facilitates collaboration between high school and SLU faculties to provide rigorous University courses for high school students in the Jesuit educational tradition. Courses offered through the 1818 Program are the same courses taken by SLU’s undergraduate, degree-seeking students at our St. Louis, MO, campus. The 1818 Dual Credit Coordinator (English) (“DCC”) manages the day-to-day relationships with and oversight of 1818 English faculty in our partner high schools. The DCC serves under the direct supervision of the 1818 Program Director; however, day-to-day duties are established collaboratively with the DCC’s respective Faculty Liaison(s) in SLU’s Department of English.

Requirements

M.A. in English (a master's degree in a cognate discipline may be considered, per the determination of the English Department Chair and Faculty Liaison)
At least two years of full-time experience (or its equivalent) teaching collegiate-level English courses.
Understanding of contemporary principles of sound pedagogy at the collegiate level in the context of the academic discipline(s) to which the DCC is assigned (English)
Understanding of the pedagogical dynamics of teaching in a dual credit context
Capacity for fair and balanced observation of teaching/learning environments
Strong interpersonal and communication skills
Strong analytical skills and attention to detail
Demonstrable facility with MS-Office and Google software suites
Comfort with multi-tasking daily, dealing with a diversity of situations and constituencies, and working in a fast-paced environment according to established deadlines
Ability to work in a team-oriented environment
Intellectual curiosity and a commitment to continuous improvement
Ability to manage difficult situations with patience, empathy, and grace

Nice To Haves

A doctoral degree in English
At least two years of experience supporting the administration of an academic program(s) at the collegiate level.
Experience teaching in a dual-credit environment.
Experience teaching English at the high school level.
At least five years of full-time experience (or its equivalent) teaching collegiate-level English courses.

Responsibilities

Represent, and serve as an extension of, 1818 faculty liaisons via the conduct of classroom observational visits.
Share visit observations and constituent feedback with liaisons to support liaisons’ evaluation of faculty performance.
Regularly meet with faculty liaisons about individual 1818 course faculty and work collaboratively to support teacher professional development and academic quality.
Coordinate the review of all new faculty applications and institutional responses, ensuring timely reviews by the respective faculty liaisons and timely communication of review results.
Coordinate and, per the request of cooperating English Department Faculty Liaisons, conduct the review of 1818 Program course syllabi, and the timely communication of review results to the partner teachers.
Maintain syllabi, evaluation/performance records, and professional development records for all 1818 English course faculty.
Serve as an ambassador of the 1818 Program while on site visits, including participation in information sessions for students, parents, teachers, and administrators.
Participate in 1818 Office strategic planning initiatives.
Participate in English Department events and professional development programming as directed by their respective faculty liaison(s).
If needed per the Department of English, and only when feasible per the 1818 Program Director, teach one section of an English course offered via the 1818 program at least once every three academic years (but starting no sooner than the second academic term of employment in the 1818 Office). The teaching of a course constitutes approximately a 20% FTE work effort.