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The Columbia University Mailman School of Public Health welcomes applications and nominations for a Professor and Director of the Global Consortium on Climate and Health Education. Within a leading, worldwide program of research and education, the Consortium’s mission is to ensure that all health professionals throughout the world – including clinical doctors, nurses, and public health leaders and practitioners – will be trained to prevent, reduce, and respond to the health impacts of climate change. Tackling climate-health challenges in the 21st Century and translating science into education and practice is highly dependent on collaborative work across many fields, and the Consortium is poised to lead health professionals, practicing in the reality of climate change, to meet health systems needs and engage in interdisciplinary science education, communication, and leadership. The Director will set forth a vision for the Consortium to further leverage its unique strengths to maximize the School’s impact advancing the public’s health locally and globally, and lead and build a global program to prepare the world’s health professionals to prevent and mitigate the health impacts of climate change. The Director will be a global ambassador for the school on climate change and represent the consortium and our climate and health work within large global meetings including the UNGA, WHO, and more. The successful candidate will possess a record of academic achievement in the public health, medical, natural, socio-economic, and/or environmental justice aspects of climate change. S/he will bring a strong grasp of current and emerging challenges in the field, a vision for future consortium goals, and effective collaborations. S/he will have a solid teaching and scholarship track record and demonstrated potential for leadership and management and has developed, or is interested in creating, a strong presence at global meetings as the global ambassador for the school. The Columbia University Mailman School of Public Health is an equal opportunity, affirmative action employer. COLUMBIA UNIVERSITY AND COLUMBIA UNIVERSITY MEDICAL CENTER   Founded in 1754, Columbia University in the City of New York encompasses 14 graduate and professional schools and enrolls over 6,000 undergraduates. The University extends across three campuses in upper Manhattan in the Morningside Heights neighborhood, Manhattanville and the Medical Center in Washington Heights. Columbia offers access to the entirety of New York City and is surrounded by a residential neighborhood lined with bookstores, cafes, and parks. Called "the quintessential great urban university", Columbia is diverse in every way. Students come from all 50 states and over 90 foreign countries, and over half of undergraduates are students of color. With more than 500 student organizations offered, including 31 Division I Ivy League athletic teams and dozens of community service organizations, performance sections, political clubs, and publications, Columbia offers a rich campus life. Notably, the renowned Columbia Core Curriculum unites all Columbia undergraduates by providing a common foundation in literature, philosophy, science, art, history, and music, and caps classes at 22 students to afford close interaction with Columbia's renowned faculty. Columbia University Irving Medical Center (CUIMC) is situated on a 20-acre campus in Northern Manhattan and accounts for roughly half of Columbia University's nearly $4 billion annual budget. The Medical Center provides global leadership in scientific research, health and medical education, and patient care. CUIMC includes the Mailman School of Public Health, the College of Physicians and Surgeons, the College of Dental Medicine, and the School of Nursing. Combined, there are more than 3,676 full-time faculty and 3,510 students enrolled in 86 departments and programs, including 45 centers and institutes. With a long history of contributing to valuable discoveries and advances in science, health, and medicine, Columbia’s faculty are leaders in initiatives that address the most pressing health issues of the day. THE MAILMAN SCHOOL OF PUBLIC HEALTH   The Mailman School is one of the oldest and most highly respected graduate schools of public health in the nation. Established in 1922, the School is ranked among the top five schools of public health in the country and is the sixth largest recipient of National Institutes of Health grants among schools of public health. The School’s more than 1,400 Master’s and Doctoral students, 161 full-time faculty (plus 78 faculty with joint appointments at the Mailman School) are highly global – leading an agenda of research, education, and service to address the critical and complex public health issues affecting New Yorkers, the nation, and the world. The departments of Biostatistics, Environmental Health Sciences, Epidemiology, Health Policy and Management, Population and Family Health, and Sociomedical Sciences offer students myriad opportunities to work closely with experts in a specialized field, while connecting peers with similar professional interests. The School is also home to three leading, interdisciplinary school wide research centers: ICAP (formerly: The International Center for AIDS Care and Treatment), the Center for Infection and Immunity, and the Robert N. Butler Columbia Aging Center. There are also 18 department-based research centers, which provide a hub for students to bridge classroom theory with real-world research, practice, and policy.   The Mailman School of Public Health is respected as a leader in educational innovation, combining state-of-the art curriculum with internationally renowned research and training programs. This convergence enables students to become the world’s future leaders in public health. In 2010, the School launched a new MPH curriculum focusing on a common core of interdisciplinary case-based methods, skills, and aptitudes. Through interdisciplinary training, hands-on experience in applying theory to practice, and a life-course perspective, this style of education has been met enthusiastically by students and employers. The curriculum has set a new standard for public health graduate education across the country, with many other schools adopting the approach in recent years. Research at the Mailman School of Public Health spans basic to intervention science. Scientific contributions are strong, as demonstrated through publication metrics. One-third of the School’s research publications are among the world’s most highly cited, and more than half of them are published in the world’s top journals. A global presence built on vision, excellence, and impact, the School addresses today’s and tomorrow’s health challenges through a broad lens, driving scientific discoveries and innovations to create model public health solutions that provide life-saving and health-improving interventions to millions of people. To this end, faculty members pursue research, service, and educational projects in more than 100 countries. Whether promoting the health of whole populations, focusing on how to improve the well-being of those most vulnerable – whether working in resource-limited communities to improve reproductive health for women, or developing models of care and prevention for HIV-infected people in northern Manhattan or Africa – the School is committed to improving the health of populations in all corners of the world. In the course of her tenure, Dean Linda Fried has initiated and realized sequential innovations that have truly differentiated Mailman from other elite schools of public health. It began with implementing the first program on the health impact of climate change in a school of public health, now embracing 27 faculty across most disciplines of the school.  Further, the school has led in transforming education, from a total MPH curricular overhaul, building an interdisciplinary core curriculum complemented by disciplinary expertise to graduate degrees in climate and health. From there, the School reinforced an unambiguous commitment to diversity and inclusion by creating an Office of Diversity, Culture and Inclusion. Led by an academic, the office works to further an inclusive and equitable campus community committed to the development of public health practice and scholarship that reflects structural competency and cultural humility. In 2016, the Mailman School launched Columbia Population Health Partnerships (CPHP) with the goal of creating shared value corporate and multisectorial partnerships and programs and executive education for innovations in health. CPHP opens new funding models, allowing faculty to apply their expertise and meet their mission in new arenas. This year, Mailman is developing School-wide initiatives to advance interdisciplinary research and expertise in major programmatic areas of opioid and substance use, mental health, child health, urban health, climate change, precision prevention, the human exposome, and data science. Located in Washington Heights in Northern Manhattan, the Columbia Mailman School is a thoughtful, long-standing partner in the community. Faculty and students work with diverse populations throughout the City’s five boroughs to improve urban health in areas including, but not limited to, healthy child development, food policy, designing cities and work places to promote health, HIV/AIDS education, prevention, and care, smoking cessation initiatives, school-based clinics, prevention across the full life course, and programs and research to stem the growing asthma and/or obesity epidemics in our urban environment. THE CLIMATE AND HEALTH PROGRAM AT THE MAILMAN SCHOOL OF PUBLIC HEALTH The Climate and Health Program (CHP) fosters innovative, cross-disciplinary scholarship on the human health dimensions of climate change. CHP’s goal is to advance society’s capacity to understand, anticipate, and prevent adverse health consequences related to climate change. The Program activities include research, education and community engagement to address the most pressing climate and health aspects of the 21st century. CHP’s faculty, staff, and trainees come from all types of backgrounds and have diverse expertise and skillsets. Led by Dr. Jeff Shaman, CHP is headquartered within the Department of Environmental Health Sciences and includes 13 faculty across all Mailman School of Public Health Departments. CHP coordinates ever expanding graduate training programs in climate and health at both the doctoral and masters levels at the Mailman School of Public Health. THE GLOBAL CONSORTIUM ON CLIMATE AND HEALTH EDUCATION The overarching goal of the Global Consortium on Climate and Health and Education is to provide the next generation of global health leaders and the breadth of health professionals with the knowledge and tools to help protect human health and well-being from climate change and other planetary changes. Vision The Consortium’s vision is that all health professionals throughout the world – doctors, nurses, and public health leaders and practitioners and health system leaders– will be trained to prevent, reduce, and respond to the health impacts of climate change. To advance progress toward this goal, the GCCHE has convened a global Advisory Council and a Coordinating Committee of global experts, and has prepared resources for all schools of medicine, nursing, and public health to use. It’s goal is to obtain commitments from all health professions schools in all regions of the world to include education on the health impacts of climate change in their education, and to continue to develop curricular resources for all to use. To date, nearly 200 schools have joined the consortium. Specifically, the Consortium: Obtains commitments from health professions schools across the globe to educate their students on the health impacts of climate change and other planetary changes that impact human health and well-being; Brings together member institutions to share best scientific and educational practices; Develops global standards for knowledge and practice on the health impacts of climate change that all graduates of health professions schools should possess, as well as shares resources that member institutions can use for this purpose; Builds a pipeline of health professionals who focus their work on the health impacts of climate change; and Supports the development of global academic partnerships to foster mutual learning, particularly in under-resourced countries. Future programmatic growth could include focus on training practicing health professionals globally, and the potential for leadership on this mission. The Director serves as a global ambassador and advocate, as well as educator within the school and externally. Support Start-up financial support for the Consortium was provided by The Rockefeller Foundation; additional funding is provided by ClimateWorks Foundation, the Anahata foundation, and the Hartford Foundation. Origin Launched in early 2017, the Global Consortium on Climate and Health Education was developed over the course of 2016, born from a meeting at the December 2015 United Nations Climate Change Conference (COP-21) in Paris. At COP-21, the Columbia University Mailman School of Public Health partnered with the United States White House on a special session to highlight the need for greater investment in the study of and planning for the health impacts of climate change, and the necessity to prepare health professionals. Furthermore, The White House and partners spearheaded a pledge that was announced at the session, which was carried forward by the Mailman School and signed by 191 health professions schools and programs around the world, to educate tomorrow’s leaders on the health impacts of climate change.  The goals of preparing health professionals to prevent and mitigate the health impacts of climate change was further endorsed by the World Health Organization in 2017. The Consortium supports health professions schools around the world to implement this pledge.   POSITION SUMMARY   The Professor and Director for the Global Consortium on Climate and Health Education will provide vision and strategic leadership to this high functioning Consortium. S/he will be responsible for maintaining and extending the preeminence of the Consortium across the world while expanding initiatives into innovative areas of educational leadership that leverage its strengths and improve public health. S/he will serve as a global ambassador for the Consortium and the Columbia Mailman School on climate change and health, including participating in global meetings (General Assembly of the United Nations, World Health Organization meetings, etc.),and represent the Consortium and the School’s climate and health work overall. A critical role for the next Director is to chart a vision for the next phase of the Consortium in a global landscape that is interested and concerned about the current and future impact of climate change on human health. The Director will work to maximize the worldwide visibility and impact of the Consortium, increase partnerships across the globe, coordinate liaisons with the signatory schools as well as with public health, medical, nursing, and climate agencies nationally and internationally, and provide leadership to accomplish the Consortium’s short-term and long-term goals. The Director will be responsible for obtaining sustained funding—through development of relations with potential donors, collaborations with non-profit and corporate partners, and grant applications in response to foundation and federal funding opportunities. This position requires a strong leader with expertise in the health impacts of climate change and/or a proven track record of scientific investigation, teaching, and program development and/or health systems leadership, and a demonstrable commitment to interdisciplinary public health science and to diversity. The Director must work across the Mailman School’s departments and centers and collaborate with the current and future Consortium’s partner institutions schools to generate and support outstanding public health education and its underlying science that is consistent with a vision towards the future.

Job no: 498917 Work type: Part-time Location: Cedar Valley Job Title Code FCE Salary Level H90 Salary Range (Full-Time) Hourly Rate (Part-Time) Varies   Business Travel FLSA Exempt Position Type Faculty Position Summary Provides instruction for non-credit course(s) within the content specific area. Required Knowledge, Skills & Abilities Other requirements include excellent oral and written communication skills and the ability to work with students and staff with varying diverse backgrounds and learning styles. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities. Minimum Knowledge and Experience Non-Credit Adjunct faculty who are assigned to teach non-credit workforce courses must have a minimum of an Associate degree with direct work experience in the specific content area or have specific certification/licensure related to the assigned course(s) with work experience in the specific content area. Non-Credit Adjunct faculty who are assigned to teach a non-credit community based/non-workforce course(s) must have a minimum of an Associate degree or direct work experience in the specific content area with a certification (if applicable) for the content area. Official transcripts will be required at time of interview. ***A criminal background check and/or fingerprinting check will be conducted.*** Essential Duties and Responsibilities Responsibilities include providing course syllabi (with the minimum college requirement for the non-credit courses, institutional holidays, grading policy, course information, attendance requirements, books and resource materials, and other institutional or accreditation information, etc); maintains accurate records for reporting grades and attendance, provides student evaluations in accordance with institutional guidelines and accreditation/licensure body (if applicable); and meets required deadlines for submitting required end of course documentation to the division office. Advertised: 19 Feb 2020 Central Standard Time Applications close: 15 May 2020 11:55 PM Central Daylight Time

    The Department of Microbiology, Immunology, and Cancer Biology (MIC) at the University of Virginia School of Medicine in Charlottesville, Virginia, seeks applicants with a research focus in cancer biology for a tenure-eligible position at the rank of Assistant / Associate Professor. The successful candidate will join an exciting and collegial research environment in the Department of MIC, and throughout the University, with outstanding opportunities for collaborative research in basic and clinical sciences. The School of Medicine houses state-of-the-art research space and numerous molecular and cellular research core facilities, including exceptional biosafety level 3 facilities and cutting-edge flow cytometry, microscopy, and small animal imaging.  The successful candidate will establish and maintain an energetic, independent, creative, and well-funded research program in any area of cancer biology, and will participate in the teaching of graduate and medical students.   Charlottesville is a lively and vibrant college town located in the foothills of the Blue Ridge Mountains. The local community offers diverse neighborhoods, excellent public schools, numerous restaurants, arts, entertainment, and endless opportunities for sports and outdoor recreation.  

  The Department of Microbiology, Immunology, and Cancer Biology (MIC) at the University of Virginia School of Medicine in Charlottesville, Va., seeks applicants with a research focus in Virology for a tenure-eligible position at the rank of Assistant or Associate Professor. The candidate will join an exciting and collegial research environment in the Department of MIC and throughout the University, with outstanding opportunities for collaborative research in basic and clinical sciences. The School of Medicine houses state-of-the-art research space and numerous molecular and cellular research core facilities, including biosafety level 3 facilities and cutting-edge flow cytometry, microscopy, and small animal imaging. The successful candidate will be expected to establish and maintain an energetic, independent, creative and well-funded research program and participate in the teaching of graduate and medical students. Charlottesville is a lively and vibrant college town located in the foothills of the Blue Ridge Mountains. The local community offers diverse neighborhoods, excellent public schools, numerous restaurants, arts, entertainment, and endless opportunities for sports and outdoor recreation.    

Conscientious, thorough and driven individual to provide quality chiropractic care to patients in a manner that educates and mentors chiropractic interns towards successful completion of internship requirements and exposes interns to successful practice habits and procedures. The job environment is structured, and job expectations are clear. The pace of the work is faster than average, quality is never compromised. The position encompasses a defined span of control and opportunity for someone who engenders trust, demonstrates a sense of urgency and assures consistent achievement of quality standards.   WHAT YOU WILL BE DOING:  Be chiropractic authentic-have a clear understanding of chiropractic for overall health and wellbeing, passion for the value that chiropractic offers humanity, and the skills to communicate this effectively Maintain patient documentation consistent with the university’s standards defined by in-service presentations, training, and audit review and remediation Follow Medicare diagnostic organization and documentation standards on patients covered by Medicare Lead a team of interns in the service of patients and the community by ensuring the efficient care of patients and educating the community on health-related service and topics Develop and execute a plan for attracting new patients for the Parker clinic and your team Maintain set performance statistics and goals Pursue a minimum of 25 hours of annual continuing education balanced in the topics of chiropractic adjusting, therapeutic exercise and activity, neuromuscular re-education, kinesiology taping, passive modalities, orthotics and bracing, nutrition and supplementation, Medicare, coding and compliance Engage in celebrating and promoting patient care success and organizing your intern team to submit patient case studies suitable for publication Drive innovation by contributing ideas on improving service, acquiring new patients, and promoting Parker Wellness Clinics to the university, community, and chiropractic profession Evaluate interns individually on the basis of clinical skill, attitude, attendance, knowledge and patient management. Assist in programs for orienting new interns to the clinical experience. Identify the need and recommend additional instruction to interns found deficient in any aspect of patient care. Report severely deficient interns to the Dean of Clinics. Monitor intern progress toward clinical requirements for graduation, and aid the intern in fulfilling said requirements.

JOB OBJECTIVES: Consistent with Parker University’s goal to be a renowned and selective Doctor of Chiropractic program, as well as its vision and mission, develop and deliver learning activities that cultivate the knowledge, skills, attitudes and behaviors of a qualified, ethical Doctor of Chiropractic. As a program accredited through the Council on Chiropractic Education, Parker University College of Chiropractic prepares its graduates to practice as primary care chiropractic physicians and to lead in the field of chiropractic wellness.   A faculty member in this position will teach coursework within the clinical sciences curriculum of the Doctor of Chiropractic program and should have a well-rounded knowledge of diagnostic testing, diagnosis, and clinical nutrition along with experience managing patients in a collaborative care model.   Full-time faculty members must be available to teach when the Doctor of Chiropractic program is offered, which is generally Monday through Friday from 8 – 5 p.m.   ESSENTIAL JOB FUNCTIONS: Job responsibilities include, but are not limited to the following: Course Management: Faculty members are responsible to design, deliver and manage their course in accordance with the guidance provided to them by their direct supervisor. This includes, but is not limited to, the following: Prepare and adhere to a syllabus in Parker’s required format. Clearly communicate course requirements, means of evaluation, deadlines, and policies to students. Hold classes and laboratories as scheduled; take attendance and submit it timely. Develop high-quality means of evaluating student learning outcomes, and apply them fairly and consistently in accordance with Parker policies, as well as methods and timelines set forth in the syllabus. Submit final grades and required course documentation timely. Follow Parker policies and procedures in all elements of course management. Student Interaction: Faculty members generally have more direct contact with students than any other institutional employee, and are responsible to manage that contact consistent with the highest ethical and professional standards. Maintain appropriate professional boundaries with students. Respond timely to student e-mails and voicemails. Maintain required office hours to provide additional academic support to students, and go over examinations and other graded work. Fairly and consistently apply Parker academic and student conduct policies. Curricular and Programmatic Management/Improvement: The faculty, within the framework provided by programmatic accreditation standards and institutional vision and mission, has responsibility for curricular maintenance and improvement. Assist in vertical and horizontal integration of curriculum. Participate in Quality Enhancement Project, OSCE exams, and other activities designed to evaluate student learning outcomes. Contribute to maintenance and/or improvement of programmatic outcomes such as National Board scores, Student Satisfaction Surveys, Graduate Exit Surveys, etc. Institutional Citizenship: Faculty members are part of the overall institutional team, and are expected to not only contribute to the success of their individual courses and/or program, but also to the success of the University as a whole. Engage with all Parker stakeholders in accordance with Parker values, policies and procedures. Respond timely to requests from direct supervisor, as well as other University offices. Attend and participate in University events, including scheduled faculty meetings and three DC commencements per year. Engage in ongoing professional development in discipline(s) taught and educational methods. Contribute scholarly works. Participate in service activities.

JOB OBJECTIVES: Consistent with Parker University’s goal to be a renowned and selective Doctor of Chiropractic program, as well as its vision and mission, develop and deliver learning activities that cultivate the knowledge, skills, attitudes and behaviors of a qualified, ethical Doctor of Chiropractic.  As a program accredited through the Council on Chiropractic Education, Parker University College of Chiropractic prepares its graduates to practice as primary care chiropractic physicians and to lead in the field of chiropractic wellness.    A faculty member in this position will teach coursework within the radiology and clinical curriculum of the Doctor of Chiropractic program, supervise student interns’ as part of their clinic radiology experience, contribute to radiology resident sessions, oversight of radiology reports and be available for clinical consultation to support the Parker Wellness Clinic system.   Full-time faculty members must be available to teach when the Doctor of Chiropractic program is offered, which is generally Monday through Friday from 8 – 5 p.m.   ESSENTIAL JOB FUNCTIONS: Job responsibilities include, but are not limited to the following: Course Management:  Faculty members are responsible to design, deliver and manage their course in accordance with the guidance provided to them by their direct supervisor.  This includes, but is not limited to, the following: Prepare and adhere to a syllabus in Parker’s required format. Clearly communicate course requirements, means of evaluation, deadlines, and policies to students. Hold classes and laboratories as scheduled; take attendance and submit it timely. Develop high-quality means of evaluating student learning outcomes, and apply them fairly and consistently in accordance with Parker policies, as well as methods and timelines set forth in the syllabus. Submit final grades and required course documentation timely. Follow Parker policies and procedures in all elements of course management. Student Interaction:  Faculty members generally have more direct contact with students than any other institutional employee, and are responsible to manage that contact consistent with the highest ethical and professional standards.  Maintain appropriate professional boundaries with students. Respond timely to student e-mails and voicemails. Maintain required office hours to provide additional academic support to students, and go over examinations and other graded work. Fairly and consistently apply Parker academic and student conduct policies. Curricular and Programmatic Management/Improvement:  The faculty, within the framework provided by programmatic accreditation standards and institutional vision and mission, has responsibility for curricular maintenance and improvement. Assist in vertical and horizontal integration of curriculum. Participate in Quality Enhancement Project, OSCE exams, and other activities designed to evaluate student learning outcomes. Contribute to maintenance and/or improvement of programmatic outcomes such as National Board scores, Student Satisfaction Surveys, Graduate Exit Surveys, etc. Institutional Citizenship:  Faculty members are part of the overall institutional team, and are expected to not only contribute to the success of their individual courses and/or program, but also to the success of the University as a whole. Engage with all Parker stakeholders in accordance with Parker values, policies and procedures.  Respond timely to requests from direct supervisor, as well as other University offices. Attend and participate in University events, including three DC commencements per year. Engage in ongoing professional development in discipline(s) taught and educational methods. Contribute scholarly works. Participate in service activities.

We are seeking a task-focused, assertive, and driven Doctor of Chiropractic faculty member. Consistent with   Parker University’s goal to be a renowned and selective Doctor of Chiropractic program, as well as its vision and mission, this individual will develop and deliver learning activities that cultivate the knowledge, skills, attitudes, and behaviors of a qualified, ethical Doctor of Chiropractic.  You must have evidence of educational training or a keen interest in psychomotor skills development, motor learning, and biomechanics is required. Significant knowledge and experience with Diversified adjustive techniques are preferred. Prior experience with Force Sensing Table Technology is strongly preferred. Evidence of ability to coach psychomotor skill development and assist with other technique labs as required. Evidence of or keen interest in conducting research.    Full-time faculty members must be available to teach when the Doctor of Chiropractic program is offered, which is generally Monday through Friday from 8 – 5 p.m. ESSENTIAL JOB FUNCTIONS:  Job responsibilities include, but are not limited to the following: Course Management:  Faculty members are responsible to design, deliver and manage their course in accordance with the guidance provided to them by their direct supervisor.  This includes, but is not limited to, the following: Prepare and adhere to a syllabus in Parker’s required format. Clearly communicate course requirements, means of evaluation, deadlines, and policies to students. Hold classes and laboratories as scheduled; take attendance and submit it timely. Develop high-quality means of evaluating student learning outcomes, and apply them fairly and consistently in accordance with Parker policies, as well as methods and timelines set forth in the syllabus. Submit final grades and required course documentation timely. Follow Parker policies and procedures in all elements of course management. Student Interaction:  Faculty members generally have more direct contact with students than any other institutional employee, and are responsible to manage that contact consistent with the highest ethical and professional standards.  Maintain appropriate professional boundaries with students. Respond timely to student e-mails and voicemails. Maintain required office hours to provide additional academic support to students, and go over examinations and other graded work. Fairly and consistently apply Parker academic and student conduct policies. Curricular and Programmatic Management/Improvement:  The faculty, within the framework provided by programmatic accreditation standards and institutional vision and mission, has responsibility for curricular maintenance and improvement. Assist in vertical and horizontal integration of curriculum. Participate in Quality Enhancement Project, OSCE exams, and other activities designed to evaluate student learning outcomes. Contribute to maintenance and/or improvement of programmatic outcomes such as National Board scores, Student Satisfaction Surveys, Graduate Exit Surveys, etc. Institutional Citizenship:  Faculty members are part of the overall institutional team, and are expected to not only contribute to the success of their individual courses and/or program but also to the success of the University as a whole. Engage with all Parker stakeholders in accordance with Parker values, policies and procedures.  Respond timely to requests from direct supervisor, as well as other University offices. Attend and participate in University events, including scheduled faculty meetings and three DC commencements per year. Engage in ongoing professional development in discipline(s) taught and educational methods. Contribute scholarly works. Participate in service activities.

Customer service focused and team-oriented individual with great attention to detail to professionally serve the clinic patients and the interns. Must be able to work the hours listed: Monday: 8:30 am – 6:30 pm Tuesday: 8:30 am – 7:30 pm Wednesday: 8:30 am – 6:30 pm Thursday: 11:30 am – 7:30 pm Friday: 8:30 am – 1:30 pm Saturday: 7:30 am – 12:30 pm Chiropractic Assistants rotate working Friday and Saturday   WHAT YOU WILL BE DOING: Registering Arriving Patients in a friendly manner Checking out of Departing Patients in a friendly manner Patient File Management duties Check Out and Check In of Physical Therapy equipment and supplies Clinic Receptionist duties  Various Duties: Maintain Inventory New Patient Files Patient File Forms Office Supplies Patient file copying Shift deposit Obtain and Sort Mail Insurance verification Answering phones using appropriate scripts Patient Transfer Card data entry Launder gowns and towels Maintain an orderly work area Other assignments that may be requested Maintain strict confidentiality regarding information that is learned through this department following all HIPAA guidelines.

TITLE: Chiropractor – Synapse Human Performance Center   JOB OBJECTIVES:  Provide multi-disciplinary patient-centered care and leadership in the new Synapse Human Performance Center.  The role of the chiropractor in the Synapse Human Performance Center is to be an ambassador of the Parker brand, patients, other healthcare practitioners on behalf of the center, and visitors and observers of the center.   ESSENTIAL JOB FUNCTIONS: The position responsibilities include, but are not limited to: Have a multi-disciplinary approach to healthcare. Work with the medical director (medical doctor) and other healthcare providers from multiple disciplines to deliver patient-centered health care services within the Texas scope of licensure for Doctors of Chiropractic. Participate in the development and/or delivery of the Masters of Neuroscience Programs as requested by the Dean of Masters Programs. Follow all established rules of operation, patient care guidelines, and Parker values Create an environment of superior professionalism. Have thorough knowledge of Parker quality patient care including the use of chiropractic adjusting, neuromuscular therapeutic exercise and activity, diagnostic imaging and body chemistry testing, nutrition and supplementation, and advising patients on therapeutic lifestyle change and management. Maintain patient documentation consistent with the University’s standards defined by in-service presentations, training, and audit review and remediation. Follow Medicare diagnostic organization and documentation standards on patients covered by Medicare. Oversee visitors to the Center that will include other health care professionals, government representatives, philanthropists, and students of Parker and other educational programs and schools. Lead a team of interns from the Masters of Neuroscience Program in delivery of patient service. Participate in necessary community events to increase Center exposure and attract new patients, research projects, and donations. Maintain established performance statistics and goals. Pursue a minimum of 25 hours of annual continuing education balanced in such topics as advanced diagnostic skills, new methods of treatment, chiropractic adjusting, therapeutic exercise and activity, neuromuscular re-education, kinesiology taping, passive modalities, orthotics and bracing, nutrition and supplementation, Medicare, coding and compliance. Engage in celebrating and promoting patient care success. Drive innovation by contributing ideas on improving service, acquiring new patients, and promoting the Center. Follow established personnel policies as established in the Human Resources Employee Handbook and other policies established within Parker University. Maintain a Texas Chiropractic license as regulated by the Texas State Board and advanced certification chiropractic neurology. Report equipment failure, breakages and malfunctions, and safety violations to your supervisor. Refrain from personal socialization with Parker University students.

The University of Nevada, Reno, School of Community Health Sciences seeks a social/behavioral public health scientist for a state-funded, nine-month, tenure-track faculty position at the Assistant Professor rank. We invite applicants from all social/behavioral public health subject matter areas to apply. The fully CEPH accredited School of Community Health Sciences has a large  undergraduate program with another 70 graduate students with degree specializations in Social Behavioral Health (MPH, PhD), Epidemiology (MPH, PhD), Health Administration & Policy (MPH), and Biostatistics (MS). The successful applicant is expected to teach graduate and undergraduate courses in social/behavioral health; advise graduate students; develop and maintain an independent program of scholarship; contribute to the development of our new School of Public Health; and engage in University, community, and professional service.

The Division of Mathematics, Science and Health Careers consists of seven departments which are Allied Health, Biology, Chemistry, Foundational Mathematics, Mathematics, Nursing and Physics. Each department oversees innovative degree programs, proficiency certificates and many offer multiple courses to fulfill the College’s General Education requirements. The Division also works with a number of external stakeholders to provide clinicals, community service and research opportunities for students. Reporting to the Vice President for Academic & Student Success, the Dean of Math, Science and Health Careers provides energetic, strategic and collaborative leadership, supervision and administration of divisional academic programs, including support for department heads, instructional support staff, faculty and curricula, and provides strategic development, direction and implementation of academic operations, policies, practices and procedures. The Dean is responsible for maintaining and developing high quality academic programs, selection and retention of divisional faculty and staff, and day-to-day management of divisional operations including budget preparation and oversight. The Dean serves as a member of the Vice President’s leadership team, participates in the College’s strategic planning, provides oversight and management of assessment in the division, and works closely with both academic and administrative areas of the College.

D’Youville has an outstanding opportunity for a Simulation Center Director to drive simulation throughout a soon to be completed 60,000 square foot new building, the Health Professions Hub.  The ideal candidate will be a forward-moving visionary in simulation education to innovate and create simulations for health professions and a myriad of other workforce development areas. The Simulation Center Director will develop endless possibilities of simulation sessions throughout the entire building, both for internal departments and external clients; e.g. mass emergency experiences in the large event/conference area, clinical in-situ, medically assisted rehabilitation gym emergencies, fire prevention in the demonstration kitchen, along with ongoing health professions simulations emphasizing team collaboration and improved patient safety. The hallmark of the over $20 million dollar building design is that it will revolutionize setup, management and operations of all simulation environments. The building includes a 10,000 sq.ft. internal simulation studio and hardwired technology to utilize cameras, microphones and audio outputs making the entire building accessible for simulation! We will also maximize the use of internally provided custom built systems to gather data, track usage of the equipment, and success of every individual experience and maximize learning opportunities. This new Health Professions HUB will offer a primary care clinic, a rehabilitation and wellness center, a simulation studio, demonstration kitchen and educational and workforce development opportunities for the surrounding neighborhood. To date over 35 faculty from D’Youville’s four schools: Health Professions (PT, OT, PA, Dietetics, Chiropractic, Exercise and Sport Studies, Health Administration and Public Health), Pharmacy, Nursing, and Arts, Sciences and Education, have developed and implemented interprofessional simulations in the current simulation space at both the undergraduate and graduate level. The college is committed to continuing this trajectory of innovative simulation based pedagogy to offer the best in class learning environments to our learning communities. The HUB is being constructed to directly address healthcare workforce shortages and post graduate communication skills with the training of Team Strategies and Tools to Enhance Personable Protection and Safety (TeamSTEPPS); hands-on experiential learning, virtual reality exercises, and a community health clinic for the underserved. The Director of Simulation will start June 2020, reporting to the Vice President of Academic Affairs.   D’Youville is an innovative, private, coeducational institution serving 3,000 undergraduate and graduate students on the vibrant West Side of Buffalo, NY. Under new leadership, D’Youville is immersed in ambitious change initiatives to further grow enrollment, improve health outcomes, and profoundly impact student success. Comprehensive strategic planning underway includes academic planning, technology planning, and significant investments in vital updates to campus facilities. Dedicated to building thriving, healthy communities, D’Youville is nurturing new and existing community partnerships. Buffalo, the second largest city in New York, is home to 21 institutions of higher education, numerous cultural attractions, two professional sports teams, and year-round outdoor activities. D’Youville is located in close proximity to Lake Erie, Niagara Falls, and Toronto, Ontario, Canada.  PRIMARY JOB DUTIES: Designs and supervises the operational and technology infrastructure for simulation education in collaboration with the Director of the IT Pulse Center to assure simulation technologies integrate with overall IT infrastructure Under the direction of the Vice President for Academic Affairs, develops policies and procedures for function of the Simulation Center to support the mission, vision and strategic plan of D’Youville Directs all activities and staff in the Simulation Center. In conjunction with the IPEC Steering Committee and the Director of Interprofessional Practice and Education, establishes and implements the strategic plan for the simulation center Provides organized, best-practice teaching and learning environments for the faculty, students and community learners Develops and maintains Simulation Center operating and capital budgets in collaboration with the VPAA and the Director of the IT Pulse Center Engages community partners and generate new revenue through simulation training opportunities. Creates staffing plans, hires, supervises and manages performance of simulation center staff Manages staff responsibilities, scheduling, assigns projects and coordinates staff collaboration with faculty Lead marketing efforts of the simulation center Identify opportunities to secure additional resources via foundation, government and other grant programs. Perform other duties as required to support the ongoing mission and strategic plan of D’Youville. OTHER DUTIES STAFF MANAGEMENT FACILITIES MANAGEMENT Oversees purchasing/inventory/equipment maintenance by working with vendors regarding instructional material, equipment and supplies to assure most pedagogically-sound and cost-effective equipment for student use. Coordinates and evaluates software and equipment and recommends repair, replacement, rental and/or purchase. Models and instructs faculty, staff, and students in the safe use of all equipment. Maintains federal safety standards with regard to the use of equipment. Oversees, participates in, and contributes to a safe learning environment, keeps current with safety regulations, provides training and enforcement of safety regulation policies and procedures; inspects and maintain safety equipment. SIMULATION-BASED EDUCATION AND ACADEMIC SUPPORT Uses research findings and educational strategies related to simulation in both clinical and non-clinical education Participates in the application of learning strategies used in simulation and learning by: Assuring access to scheduled, supervised practice sessions Providing simulation education experience for faculty and staff Consults on simulation development, design, and curriculum integration for D’Youville Serves as resource to faculty in development and evaluation of educational materials and the integration of simulation into the curriculum. Provide support for all data collection for metrics of the simulation studio and to support faculty research re: simulation curricula Assists in developing, presenting, and evaluation programs on specific skills and/or techniques; evaluates ongoing programs and recommends appropriate modifications. Assists faculty in identifying new concepts, techniques, and materials and incorporates these into the Center as appropriate. Provide ongoing support in quality assurance and best practices in simulation COLLABORATION Collaborates with the Vice President of Academic Affairs and others to meet accreditation requirements and state and federal rules and regulations.  Conducts orientation programs for students and faculty Oversees external and internal communication/imaging and outreach. COMMUNITY OUTREACH Conducts and participates in tours of the Simulation Center Creates strategic partnerships with community agencies, local healthcare organizations, and professional associates to promote the Simulation Center Consults on simulation development, design, and curriculum integration for professional agencies and clinical agencies. REQUIREMENTS Education: Equivalent experience to a Masters Degree or higher from accredited college or university in education, instructional design, simulation, or related field. License/Certification (s): Desirable: Certified Health Simulation Educator (CHSE) or CHSOS, TeamSTEPPS Master Trainer Experience: Five (5) or more years of experience with simulation and technology support.  Five (5) or more years of experience with academic and instructional technology support. Two (2) or more years of experience management of a facility/department. Two (2) or more years of experience developing simulation scenario content

Governors State University's College of Health and Human Services seeks to fill adjunct, faculty positions beginning in spring 2016. The successful candidate will be qualified to teach in a CAHME accredited graduate and AUPHA-certified undergraduate program in health administration as well as specialized courses. Ability to teach in multiple areas of healthcare management; ability to integrate technology into course design; ability to make intellectual contribution through publication/presentation; and ability to contribute to the University's commitment to enhancing student awareness and appreciation of diverse ethnic and cultural heritages are important.

Overview of position: Summary of position's responsibilities  An adjunct instructor is responsible for the: 1. Adjunct instructors are hired to instruct students in the clinical/laboratory/classroom setting and must be knowledgeable in their subject matter as well have training and experience 2. Based upon master syllabus, design & teach assigned class or clinic session(s), levering digital content and multimedia sources 3. Complete required reports on student progress; provide remediate to students as necessary 4. Assist in maintenance of the EMS patient care skills lab 5. Assist students in preparing for national certification exams   Employees in this classification receive supervision from Associate Dean, Health Professions.  

Summary of Position's Responsibility :  Work under direction of the Program and Clinical Coordinators, the On-Campus Clinical Instructor will work collaboratively in designing, implementing, monitoring, and evaluating student tutoring, retention and success activities within the EMS Program Instruct and evaluate students in the clinical laboratory including theory content and assist with campus lab simulation. Provide feedback to faculty in the EMS related to student performance in the clinical laboratory and simulation activities. Provide remediation to students in the EMS Program to enhance student learning.  Assessment and Evaluation Use a variety of strategies to assess and evaluate learning in these domains: cognitive, psychomotor, and affective. Use existing evaluation tools for assessing clinical practice and educational outcomes. Evaluate available resources for learner assessment and evaluation. ***Please upload license or certifications under "Other Documents"***

Clinical Assistant or Assistant Professor:  Psychiatric Mental Health Nurse Practitioner Program D’Youville’s Patricia H. Garman School of Nursing is seeking an outstanding candidate to join our faculty in the Psychiatric Mental Health Nurse Practitioner program and to provide excellence in the areas of teaching, service and scholarly activity. Candidates of diverse backgrounds are encouraged to apply.  Qualified candidates will be considered for tenure or non-tenure track full time appointment. Faculty with a focus in the Psychiatric Mental Health Nurse Practitioner program are expected to collaborate with the School of Nursing Dean, Assistant Dean and Chair for Graduate Nursing to provide leadership and guidance to a diverse student and faculty body.  In addition, all faculty members in the School of Nursing are primarily responsible f or the implementation of educational programs through classroom teaching, lab instruction, and clinical supervision. Individuals hired into Clinical and Tenure track positions within the School of Nursing are expected to be able to teach in any of these capacities.  Classroom instruction includes a variety of teaching/ learning strategies directed at meeting student individual learning styles and includes but is not limited to lecture, lab teaching, on-line and hybrid instruction.  Clinical supervision includes guiding students to deliver quality nursing care in a variety of health care settings. Additional requirements include committee work, service and scholarly activity. Regular activities include advisement Psychiatric Mental Health Nurse Practitioner students, , holding office hours, mentoring students, serving on departmental and college committees, and engagement in community service opportunities. Qualifications Applicants should have a Master’s in Nursing degree from a CCNE accredited institution, and have an active, unencumbered license as a Psychiatric Mental Health Nurse Practitioner in the state of New York.  Doctoral degree (for example PhD, EdD, DNP) preferred.  National certification in the field of specialty is also required for this position.  Distinguishing Features of the Applicant (knowledge, skills,and abilities) Have a commitment to creating an inclusive climate for learning for students of diverse backgrounds Focused on student success Possess academic and experiential expertise in an area of the discipline of Nursing with an emphasis on engaging and innovative pedagogy Be student-centric and service-minded, with the ability to work collaboratively in teams Provide effective class room and clinical instruction in courses required by a diverse student population and in multiple degree programs  Contribute to the development, implementation and evaluation of School of Nursing academic programs Assist with accreditation activities Serve as an active member and in leadership positions for School of Nursing and College Standing Committees with regular, predictable attendance at meetings as scheduled Physically able to perform teaching duties in each of class, lab, and clinical settings Ability to sit or stand for extended periods and the dexterity to operate a computer and telephone Able to provide instruction in classroom, hybrid, or distance learning format Capable of performing light to moderate lifting, pushing, or pulling of equipment Maintain professional competence and certification (if applicable) in specialty area Advise and mentor nursing students Hold on-campus office hours as outlined by the nursing department Participate in scholarly activities that contribute to the nursing and academic disciplines Engage in professional development activities to maintain currency in nursing practice Possess clear and concise verbal and written communication skills Ability to interact and establish good interpersonal and collaborative relationships with students, faculty, administrators, staff, the Chair, the Dean, and the larger college community Willing to partake in strategic planning initiatives within the School of Nursing to build programs and resources, affiliate to create new opportunities, and innovate to transform nursing education Acceptable Education and Experience A minimum of a Master’s of Science degree in Nursing is required for a clinical track appointment. A minimum of a doctoral degree in nursing or a related field is required for a tenure track appointment. An unencumbered license that is currently registered in the State of New York or eligibility for licensure is required. For an assignment to provide instruction in the Nurse Practitioner Masters and DNP programs, faculty must have licensure as a nurse practitioner from New York State and have national certification as a nurse practitioner in an appropriate specialty area. At least five years of clinical nursing practice is required for appointment to either the undergraduate or graduate programs. **Candidates should submit a letter of interest, a current curriculum vitae, and three letters of recommendation.**    

D’Youville invites applications for a full-time, tenure-track appointment as a Program Director and Assistant Professor The School of Health Professions welcomes applications from dynamic, energized and committed persons who are ready to be a vital member of our team. We seek a highly motivated individual with demonstrated success in professional practice and post-secondary-level teaching in diverse and inclusive environments. The candidate must possess excellent verbal and written communication skills, organizational abilities, and leadership qualities. The Speech Language Pathology program will join D’Youville’s School of Health Professions as one of nine departments with an annual enrollment of 1,000 students matriculated in undergraduate to doctoral degree programs. With a dedicated and engaged faculty committed to academic excellence and an inclusive environment for teaching and learning, the School of Health Professions embraces curricular innovation with a focus on inter-professional education. The School promotes scholarship among its faculty and students and is committed to maintaining a footprint of service that honors the spirit of Marguerite D’Youville. D’Youville is an innovative, private, coeducational institution serving 3,000 undergraduate and graduate students on the vibrant West Side of Buffalo, NY. D’Youville is launching a new health professions hub to provide a healthcare clinic, educational and workforce development opportunities, and new connections to the surrounding neighborhood. Under new leadership, D’Youville is immersed in ambitious change initiatives to further grow enrollment, improve health outcomes, and profoundly impact student success. Comprehensive strategic planning underway includes academic planning, technology planning, and significant investments in vital updates to campus facilities. Dedicated to building thriving, healthy communities, D’Youville is nurturing new and existing community partnerships. Buffalo, the second largest city in New York, is home to 21 institutions of higher education, numerous cultural attractions, two professional sports teams, and year-round outdoor activities. D’Youville is located in close proximity to Lake Erie, Niagara Falls, and Toronto, Ontario, Canada. The selected applicant will be responsible for: curricular/clinical and academic policies and student success and progression faculty hiring, evaluation, scholarship and professional development assessment (course, clinical, program) and accreditation service on college-wide committees and collaborate across schools and departments on campus initiatives teaching and mentoring students providing leadership and direction to the unit Minimum Qualifications: Holds a doctoral degree in speech-language pathology, audiology, or in speech, language, and hearing science, communication science disorders or related field. Holds a current NYS license to practice in professional area of expertise. Post-secondary level teaching experience. Demonstrated leadership capabilities and experience. Candidates of diverse backgrounds are encouraged to apply. Interested applicants should provide a cover letter, curriculum vitae, names and contact information of three references .

The Nurse Practitioner will provide college health medical care to all eligible patients, as a member of the Student Health and Wellness Center (SHWC) team, under the supervision of the SHWC/licensed physician. The Nurse Practitioner will also aid in handling a variety of tasks associated with the day‐to‐day clinical operations of the SHWC in accordance with departmental policies, procedures and in collaboration with the whole SHWC team. The Nurse Practitioner will also aid in the development, implementation, and evaluation of relevant health education/promotion programs directed toward the student population. The role of the Nurse Practitioner is to promote the restoration of health and achievement of patient health goals through assessment, planning, implementation, and evaluation in the delivery of patient care. The Nurse practitioner will also participate in SHWC activities including accreditation, quality improvement, and complies with all SHWC bylaws, rules, regulations, policies and procedures. This position reports directly to the SHWC Director/licensed physician.