Open Rank – Associate Professor – Professor

University of Colorado•Aurora, CO

6d•$124,000 - $260,000•Hybrid

About The Position

The University of Colorado Denver | Anschutz Medical Campus is a comprehensive urban research university serving more than 28,000 students in metropolitan Denver and online. We award nearly 4,000 degrees each year, including more graduate and professional degrees than any other Colorado public institution. With our solid academic reputation, award-winning faculty, and renowned researchers, we offer 119 highly rated degree programs through 13 schools and colleges. The University of Colorado Denver | Anschutz Medical Campus is well known for its distinctive and highly productive research programs, its world-class health facilities at the Anschutz Medical Campus and its well-established partnerships in business, industry, and government. These campuses currently have over $400 million in research awards each year. In addition to the wide array of health-related programs and facilities offered at the Anschutz Medical Campus, a significant number of undergraduate and graduate degree programs are taught at our comprehensive campus in the heart of downtown Denver. Denver is one of America’s most vibrant urban centers and the downtown campus, located just steps from the Denver Center for Performing Arts and the LoDo District. The metropolitan area affords our students, faculty and staff access to a broad array of academic, professional, community, recreational and cultural outlets. Moreover, the state of Colorado offers ample outdoor activities through its 42 state parks, 8 mountain ranges, and 7 national forests. The University of Colorado Physical Therapy Program seeks a dynamic and visionary faculty member to lead strategic initiatives in faculty development and curricular innovation. This position plays a pivotal role in advancing the program’s mission and competency-based education (CBE) framework through innovative teaching, assessment, and educational scholarship.

Requirements

Applicants must meet minimum qualifications at the time of hire.
This is a position at the rank of Associate Professor or Professor based on experience and qualifications as indicated below:
Associate Professor:
Doctor of Physical Therapy Degree (DPT) or other physical therapy degree plus terminal doctoral degree (e.g. PhD, EdD, or equivalent).
Current or eligible for licensure as a physical therapist in Colorado.
At least 5 years of experience in academic teaching and/or curriculum development in physical therapy education.
Demonstrated experience delivering faculty development, curriculum design, instructional design, or educational leadership activities, evidenced by leading or contributing to multiple program‑level and/or national initiatives that enhance teaching effectiveness or educational outcomes.
A record of academic experience and scholarship to qualify at the rank of Associate Professor at University of Colorado Anschutz, which includes:
Demonstrated excellence in at least one domain: research/scholarship, teaching, or clinical activity evidenced by record of peer-reviewed publications, funded grants, documented teaching innovations, mentoring, or development of new curricula.
Evidence of regional and/or national reputation in medical education, curriculum design, or faculty development demonstrated through record of invited presentations at professional conferences and/or leadership roles in professional organizations.
Meritorious service contributions demonstrated by leadership of department, program, or institutional committees, record of program administration or coordination, record of sustained service to the profession.
Sustained professional growth since prior promotion, reflected in measurable achievements such as annual scholarly outputs, increased leadership roles (e.g., chairing committees, directing programs), and documented impact on educational, clinical, or research initiatives.
Applied competency‑based education and assessment practices in curriculum design, instruction, or evaluation, such as mapping competencies to learning outcomes, developing assessment tools, or participating in program‑level CBE initiatives.
Evidence of strong communication, collaboration, and organizational skills shown through leading cross‑functional teams, managing multiple concurrent academic or programmatic projects, and producing high‑quality deliverables on schedule.
Professor:
All the above
At least 7 years of experience in academic teaching and/or curriculum development in physical therapy education.
A record of academic experience and scholarship to qualify at the rank of Professor at University of Colorado Anschutz, which includes:
Demonstrated excellence in research or scholarly activity (e.g., peer-reviewed publications, grants, or educational innovations).
Demonstrated excellence in at least one additional academic domain evidenced by contributions such as leading or revising multiple courses, providing sustained mentorship to students or residents, achieving documented improvements in learner performance, or integrating patient‑care experiences into educational programs.
Established national or international reputation in medical education, curriculum design, or faculty development, demonstrated through invited presentations at regional, national, or international conferences; leadership roles in professional organizations; contributions adopted by other institutions; or scholarly outputs that have influenced educational practice.
Meritorious service contributions evidenced by successful leadership of departmental, school, or institutional committees; administration of academic programs or initiatives; or sustained service activities that resulted in measurable improvements to operations, educational quality, or program outcomes.
A record of substantial, significant, and continued professional growth and accomplishment since prior promotion (e.g., to Associate Professor).
Terminal Doctoral Degree or terminal degree in progress (e.g. PhD, EdD, or equivalent)

Nice To Haves

Demonstrated excellence in teaching and/or clinical activity, such as leading curriculum reforms, developing and delivering faculty development workshops, or implementing innovative student/resident assessments in a medical education setting.
Regional reputation for expertise in curriculum design, faculty development, competency-based education, or medical education (e.g., presentations at regional conferences, contributions to educational policy or accreditation processes, or leadership in local academic initiatives).
Evidence of scholarship in medical education or related fields (e.g., peer-reviewed publications on curriculum innovation, assessment methods including program-level assessment systems, faculty mentoring, or competency-based education; participation in educational grants or research).
Experience in program evaluation, quality improvement initiatives, accreditation compliance (e.g., CAPTE standards), and development/implementation of competency-based education or program-level assessment systems.
Proven track record of mentoring faculty, students, and/or residents, including support for professional development, remediation, or career guidance, with contributions to academic leadership and governance (e.g., committee service or institutional policy involvement).
Sustained record of leadership in faculty development, curriculum innovation, and assessment at the departmental or institutional level.
Demonstrated impact on curriculum design, competency-based education, or program-level assessment systems through measurable improvements in educational outcomes or program quality.
Strong interpersonal, communication, and collaboration skills, with demonstrated success in multidisciplinary teams and hybrid (in-person/remote) work environments.
Interest or experience integrating health care access, interdisciplinary approaches, or emerging educational technologies into curricula.
Sustained excellence and leadership in teaching, scholarly activity, and/or clinical education, with a record of substantial contributions since promotion to Associate Professor (e.g., major curriculum overhauls, influential faculty development programs, or innovative educational leadership roles).
National and/or international reputation in medical education, curriculum development, faculty development, competency-based education, or a related field (e.g., invited national lectures, leadership in professional organizations or specialty societies, significant peer-reviewed publications, or national awards/recognition).
Extensive scholarship with high impact (e.g., multiple peer-reviewed publications, educational research grants, textbooks/chapters, or widely adopted educational tools/resources focused on curriculum innovation, assessment, or faculty development; demonstrated continued professional growth and accomplishment).
Proven, sustained leadership in faculty development, curriculum innovation, and assessment (e.g., directing institutional or multi-institutional initiatives, shaping educational strategy, or leading accreditation efforts).
Demonstrated broad impact on curriculum design, competency-based education, or program-level assessment systems (e.g., influencing institutional or national standards, leading transformative changes with documented outcomes in learner competency or program effectiveness).
Extensive evidence of mentoring faculty at an advanced level (e.g., guiding junior faculty toward promotion, developing institutional training programs, or contributing to national mentorship initiatives) combined with significant contributions to academic leadership and governance (e.g., high-level committee chairs, policy development, or institutional governance roles).
Proven leadership in educational administration or program development (e.g., directing major courses/clerkships, leading departmental/institutional curriculum committees, or influencing accreditation/policy at a broader level).
Ability to foster interdisciplinary and collaborative efforts across institutions or nationally, with a track record of building relationships, securing resources, and driving strategic educational improvements in blended environments.
Commitment to advancing health care access, innovation in medical education, or integration of emerging trends (e.g., AI in teaching, simulation, or global health curricula), with evidence of sustained influence in these areas.

Responsibilities

Provide strategic leadership for faculty development initiatives aligned with the CU PT Program’s mission, strategic plan, program goals, and evolving competency-based curricular framework.
Design, implement, and evaluate comprehensive faculty development programs that promote excellence in pedagogy, assessment, instructional design, educator identity formation, and academic integration.
Lead quarterly faculty development days focused on key areas such as, but limited to, learning theory, competency-based education, feedback practices, and assessment strategies.
Develop and oversee a coaching model to support faculty as learner-centered educators and professional role models, fostering peer-to-peer coaching and reflection.
Serve as a mentor for selected junior faculty members and provide broad consultation on educational scholarship projects within your areas of expertise.
Develop and maintain a framework for the mentorship teaching-track junior faculty member in collaboration with the Chair of the Senior Faculty Committee, Program Directors, and Associate Dean.
Collaborate with the Section Director of Curriculum (SDC), Associate Program Director, and Program Directors to ensure seamless integration of faculty development across curricular and clinical domains.
Coordinate with the Curriculum Committee, Assessment Committee, and Educational Scholarship Group to align faculty development with curricular goals and student outcomes.
Facilitate training on assessment practices that support competency acquisition and evidence-based strategies for identifying learners who require additional academic support.
Promote faculty understanding of competency frameworks, including sequencing, scaffolding, and mapping competencies to learning outcomes using tools such as EXAAT and national standards (e.g., APTA CBE, ACGME).
Assist the SDC with cycles of curricular review and implementation aligned with CAPTE re-accreditation and CBEPT evaluation timelines.
Support the integration of curricular frameworks such as the movement system, ICF, exercise prescription, and CRAT across courses.
Assist with integrating competency aligned assessment into the curriculum including simulation.
Manage the annual simulation education budget and provide updates to the Program Directors.
Serve as Assessment Coordinator in the new CBE model including lead assessment efforts for end-of-program competency assessments (Step 4 & 5).
Collaborate with SDC and administrative staff to annually update course titles, descriptions, and credit/contact hour tracking to inform faculty of workload and scheduling.
Support implementation and refinement of program policies and initiatives that promote student success, including remediation and NPTE preparation, in collaboration with the Director of Student Affairs and Student Promotions Committee.
Collaborate with program leadership and faculty to update the program remediation policies as needed.
Maintain a well-defined area of educational scholarship in accordance with university and accreditation expectations. Lines of inquiry may include, but are not limited to, curricular development, competency-based education, student retention, student assessment, or best practices in hybrid education.
Actively contribute to the CU PT Educational Scholarship Lab.
Contribute to teaching in the Health Care Delivery and/or Capstone courses or other courses as assigned, integrating faculty development principles into classroom and clinical instruction.