Associate Program Chair - College To Career (Ctc)

Post University is seeking a Associate Program Chair

• College to Career (Full-Time) to join our team.

WHY POST?

Post University has an immediate opening for an exceptional Associate Program Chair of College to Career. Post University is a legendary, dynamic, growth-oriented organization of passionate, diverse professionals united in pursuit of life-changing service to countless students. Our "Make It Personal" mission is the driving tenet that shapes all aspects of how we treat students and each other. The Post University's success story is well positioned to be second to none. As our amazing story unfolds, the Associate Program Chair of College to Career will help build and sustain a distinct, transformative culture that achieves Post's imagined future priorities.

Post University is accepting applications for the Faculty/Associate Program Chair of College to Career. This position will support the Program Chair of College to Career in overseeing the foundation courses in the undergraduate First Year Experience (FYE) that teach students the fundamental skills and strategies required to support learning in a university environment as well as an upper-level College to Career course that prepares students for the transition into the career.

Job Summary:

The Associate Program Chair (APC) is a full-time position integral to the University's mission. The APC's key functions are assisting the Program Chair (PC) through teaching and overseeing Associate Faculty (AF) and courses. In addition, APCs will assist in course and program development upon the direction of the PC. APCs will ensure that AFs meet engagement expectations and adhere to university and program policies and procedures. APCs will ensure that courses are properly designed, set up correctly for each term, and contain current and engaging content. The APC will work with the PC to support and lead in areas that leverage the APC's strength and develop the APC professionally.

The Associate Program Chair will work with their respective team to help ensure that the quality and consistency needed in the program is being applied in a particular discipline and in courses determined by the PC. This is an on-campus position, but hybrid work is sometimes possible.

• Management

• Recruit, train, and mentor Associate Faculty (part-time instructors), especially main campus Associate Faculty who teach CTC101 College Success Seminar, CIS110 Digital Skills for College and Career, and CTC301 Professional Success Seminar.

• Ensure Associate Faculty are engaged in their courses and meeting university and program expectations.

• Provide reports on instructor performance to the PC, Director of Academic First Year Experience, and/or Dean as needed.

• Collaborate with Associate Faculty Leads (AFLs) and Assistant Deans to ensure quality teaching and learning in a manner that supports faculty and preserves the student experience.

• Monitor courses for student engagement.

• Collaborate with student advisors and other departments to promote student success, retention, and a positive experience.

• Prepare master courses before the start of academic terms.

• Review course evaluation surveys and other feedback for continuous. improvement of instructor effectiveness.

• Teaching

• APC will be expected to teach 8-10 courses (24-30 credits) within an academic year, but the teaching load can be reduced with approval from the Dean depending on the nature of other assigned projects.

• Program and Curriculum Development

• Review course evaluation surveys and other feedback for quality and consistency in assigned courses.

• Periodic review of course relevance and instructional resources.

• Assist with course development and redevelopment as needed.

• Assist in researching and implementing new teaching, content, and technology ideas in first-year undergraduate education.

• Assist PC with designing, implementing, and reviewing Assessment of Program and General Education Student Learning Outcomes as needed.

Additional Responsibilities

• Participate in University Senate governance.

• Participate in weekly program meetings and additional assigned meetings and activities.

• Assist with accreditation and certification as needed.

• Other duties assigned by the Dean and PC.

ESSENTIAL FUNCTIONS

• BEHAVIORAL EXPECTATIONS (As referenced on The Post Way of Life

• Associates' Daily Commitments)

• We expect our associates to CARE (Connect-Assess-Resolve-Excite) in every stakeholder interaction. CARE is a framework to guide our every decision and action. CARE also resonates with our diverse associate & student populations - as humans, we know what it means to CARE.

• We We believe relationships matter. Not only do we believe relationships matter, we know there is a direct correlation between the quality of our relationships and our outcomes. We invest in our relationships with colleagues, students, and ourselves - we make time to tend to our mental, physical, financial, and professional health.

• We We take the time to understand why something happened entirely; we remove assumptions and eliminate confusion or ambiguity by asking questions and creating context, certainty, clarity, and mutual understanding. We collaborate with others throughout the university by understanding their strengths and value to the tribe. When we encounter conflict, we first seek to understand and be understood - and always with respect.

• We We generate the trust of our colleagues, students, regulatory bodies, and our more significant communities by doing the right thing all the time-even when nobody is looking. We honor our promises by following up and following through. We help others learn and grow by sharing information and feedback.

• We "Making It Personal" is the experience we promise students and associate with every interaction. Excite is the heart of our experience. We find ways to be resourceful and helpful to Wow, Amaze and Delight others. We embrace change, take risks and innovate. We celebrate successes and recognize the accomplishments of others.

MINIMUM QUALIFICATIONS & COMPETENCIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Master's degree required.

• Online undergraduate teaching experience is preferred.

• Professional experience in education, student development, business, or related fields.

• Ability to analyze data and make data-driven decisions required.

• Experience with Blackboard or similar Learning Management Systems is required.

• Knowledge of and experience in adult education theory.

• Experience in applying student retention and persistence strategies.

• Ability to problem solve and work both independently and collaboratively.

• Excellent written and verbal communication skills.

• Prior development of online undergraduate courses is strongly preferred.

• Experience using assessments to improve teaching or course programs preferred.

• Positive attitude and leadership ability.

• Student-focused approach.

• Ability to perform scholarly activities appropriate for a teaching institution.

• Proficiency in Microsoft Office software programs is required.