39 jobs found in maryland

Overview of position Individual will report to the Program Coordinator/facilitators of Biotech and Lab Animal Sciences and be responsible for performing tasks required for the smooth running of the labs for Biotechnology, Lab Animal Sciences.

Overview of position: Assist in designing and providing activities that will enhance the academic skills of participants Provide individual or small group tutoring to participants Maintain regularly scheduled appointments with participants and provide outreach to those at risk Teach Study Skills Development to participants Keep accurate records of student contacts and provide monthly progress reports on participants to the Academic Coordinator Perform other duties as assigned

Run all aspects of program, including but not limited to, recruiting, scouting, scheduling, running practices, coaching, and teaching methodology.   Monitoring student academic progress Ability to recruit and graduate quality athletes Assist in the preparation of team budget Develops relationships with area high schools, public and local community colleges as it pertains to recruiting

Harford Community College is seeking adjunct instructors in the areas of Sociology and Social Work to teach the following courses:   SOC 101: Introduction to Sociology - Tuesday/Thursday, 4:40 - 6:00 p.m. SOC 101: Introduction to Sociology - Tuesday/Thursday, 1:40 - 3:00 p.m. SOC 101: Introduction to Sociology - Monday/Wednesday, 2:10 - 3:30 p.m. SOC 102: Social Problems - Tuesday/Thursday, 6:00 - 8:50 p.m. (Term 1) SOC 200: Introduction to Social Work - Tuesday/Thursday , 9:30 - 10:50 am SOC 201: Marriage and Family - Monday/Wednesday, 2:10- 3:30 p.m. SOC 214: Juvenile Delinquency - Tuesday/Thursday 11:00 a.m. to 12:20 p.m.  

Overview of position: Leading High School Students in the design, and hands-on construction of robotics, as well as creating the manufacturing tools and processes that will build the robots.  Lead program curriculum, sessions, and lessons focused on engineering and technology. Lead program participants in local, regional and national robotics competitions.  Support students during independent and workgroup time.  Work as a member of the Stem instructional team.    ** This position is Part-time **  

The Weapons, Robotics, and Control (WRC) Engineering Department at the United States Naval Academy invites applications for a tenure-track position at the rank of Assistant Professor to begin as early as the Fall semester of 2020. Candidates with a background in embedded systems, sensor networks, and/or cyber physical systems are particularly encouraged to apply although all qualified candidates will be considered. The WRC department is a mix of civilian and military professors whose focus is on quality instruction in small classes that average no more than twenty students. Engineering labs are equipped with state of the art cyber-physical automation and control testbeds, machine vision and robotics platforms, and rapid prototyping tools. A permanent technical staff works closely with the faculty to support a deep commitment to project based learning, embodied by the “design spine” that runs through the major. Faculty in the department represent a broad range of academic disciplines and work closely with counterparts in Electrical Engineering, Mechanical Engineering, and Computer Science for both research and undergraduate education.  Candidates with a background in embedded systems, sensor networks, and/or cyber physical systems are particularly encouraged to apply although all qualified candidates will be considered. USNA is uniquely positioned to support interdisciplinary research, particularly in cyber physical systems. Hopper Hall, opening in the Fall of 2020, will be the Navy’s academic center for cyber research and education. Among many bespoke lab facilities, Hopper Hall will house a 100,000 gallon pool with aerial and aquatic motion capture systems for cooperative multi-domain robotics, a fully instrumented high bay for aerial robotics, and a Sensitive Compartmented Information Facility (SCIF) for classified research. All tenure track faculty are expected to produce peer reviewed research and contribute to their academic communities.  USNA is among the most geographically diverse colleges in the United States. The student body, known as the Brigade of Midshipmen, is composed of undergraduates from all 50 states and 29 countries.  We seek candidates who are interested in contributing to our diverse academic community, and who support and demonstrate a strong commitment to undergraduate education.  In addition to academics, opportunities exist for faculty involvement in a broad range of midshipmen activities such as summer sailing programs and varsity and club-level athletics. This is a 10-month, tenure-track federal excepted service position. Salary for this position will be commensurate with experience and qualifications. 

Reporting to the Vice President for Student Affairs, the Registrar is responsible for providing strategic planning, direction, and supervision for the Office of Records and Registrations.  The Registrar manages all units within the Office.  S/he provides leadership in the following areas: the student information system, academic records system, records related processes, registration support services, tuition and fee assessment, student academic records, transfer services, degree audit and clearance, graduation auditing, student certification services, transcripts, athletic eligibility and certification, residency review, course scheduling, publications (i.e. Schedule of Classes and Institutional Catalog), exam schedules, enrollment reporting data and statistics. The Registrar further plays a critical role in the veteran certification processes for all veteran and military-affiliated students utilizing education benefits. The Registrar serves as a member of the Student Affairs Leadership Team (SALT), contributes to Strategic Enrollment Management (SEM) planning, and is responsible, in part, for the execution and evaluation of a number of SEM initiatives. The Registrar also serves as the National Junior College Athletics Association (NJCAA) certifying officer; administers all functions of confidential student records, including Family Educational Rights and Privacy Act (FERPA); supervises various institutional certification functions such as veterans' benefits eligibility; leads the development of the academic infrastructure, to include secure administrative systems for maintenance and reporting of student and course information; develops and administers institutional academic and administrative policies affecting students and courses; manages team of professional and support staff, overseeing all training, supervision, and evaluation of staff.

The Vice President for Administration and Finance (VPAF) is responsible for executive level leadership and college-wide visioning for planning, analyzing, and evaluating the College's business and financial operations in the areas of budget and accounting; procurement; capital planning; retail bookstore operations; facilities operations; public safety; human resources; and public broadcast media.  The VPAF also collaborates with the Chief Information Officer (CIO) to develop the College's Information Technology (IT) infrastructure.  As a member of the Cabinet, the VPAF reports directly to the President and has a leadership role in the strategic planning and development of institutional resources to support the College's mission and goals.   The individual develops long term cost-effective business and financial strategies to support College initiatives, analyzes data to make sound decisions, recommends operational efficiencies, forecasts revenue projections, determines the fiscal impact of state budget allocations, and represents the College's interest in various internal and external constituent groups.   The Vice President for Administration and Finance is responsible for developing, implementing, and administering comprehensive policies, programs, and procedures necessary to monitor and maintain the financial stability of the College in compliance with local, state and federal laws, regulations and policies.

Overview of position: Summary of position's responsibilities This position leads the development of adult basic education and high school diploma. The position has a direct and measurable impact on the achievement of identified priority outputs and outcomes in the strategic plan. A Director of Adult Basic Education and GED is responsible for:   The development, supervision and enhancement of ABE, alternative high school diploma, family literacy, basic skills and post-secondary education course offerings and programs to address adult basic education and workforce needs.  Oversee grant funded activities to ensure alignment with the requirements of the grant.  Ensure student outcomes are assessed and monitored each quarter and as required by funding and grant requirements.  Oversee all aspects of these programs including, but not limited to, curriculum development, contract arrangements staff, budget development, students assessments retention sand success.  Work in partnership with college credit department to establish linkages and program services to strengthen transition to post-secondary education for students.  Establish new partnerships with key community leaders and workforce training partners.

The Academic Progression Coordinator is responsible for coordinating academic progression opportunities for nursing students at Harford Community College (HCC) and Cecil College (CC).  Under the guidelines of the grant, the coordinator works closely with nursing leadership at both institutions.  The coordinator is responsible for the oversight and monitoring of the grant in order to meet or exceed the grant's target goals and outcomes, including data collection and analysis. Duties include, but are not limited to: working with current partners as well as initiating new partnerships to develop articulation agreements to increase seamless academic progress for nursing students from HCC and CC, including developing associate's to bachelor's (ATB) opportunities; working with partners to execute their respective portions of ATB curriculum to be offered at HCC and/or CC; meeting with and advising ATB students; and updating web pages and workshops to educate nursing students about academic progression opportunities at each community college; performing other duties as assigned by the supervisor The position is grant-funded position ending June 30, 2020; extension of the assignment is dependent on funding.  Work schedule will require approximately 24 hours per week at Harford Community College and 16 hours per week at Cecil College.   

HCC is seeking a faculty member to teach for a one-semester, spring 2020 assignment.  The full-time load will include courses in Anatomy and Physiology and Introduction to Cell Biology for Health Professionals, as well as conducting laboratory exercises and assisting students with laboratory skills.  The College's spring semester begins January 21 and continues through May 16.  This temporary assignment will conclude with Commencement on Thursday, May 21. This position is not benefits eligible. 

The Research Associate compiles, summarizes, and analyzes data for various reports, annual and strategic planning, decision-making, assessment and improvement, and accreditation for the Analytics and Planning department. Duties include by using computer programs to extract and analyze data out of College databases; preparing data for state and federal mandated reports; entering, summarizing and analyzing data; compiling documentation; and maintaining websites. Other duties include assisting with survey administration and analysis; ensuring smooth operations of the office; filing and organizing documents; participating on College committees as assigned; and completing other duties as assigned. This is an exempt, professional staff position. 

The Johns Hopkins University’s Department of Civil Engineering (currently transitioning to the Department of Civil and Systems Engineering) seeks applicants for tenure-track/tenured faculty positions at all levels and across all areas of Civil and/or Systems Engineering. While there is an emphasis on research that impacts any of our growing research thrusts in resilient cities, safety and security, space exploration and habitation, future energy infrastructure and/or decision-making for health, all qualified applicants in any area of Civil and Systems Engineering will be considered. The Department currently has 12 faculty whose research broadly covers the areas of Structures, Systems, and Mechanics of Materials. Current enrollments in the Department are approximately 21 undergraduate students, 21 masters students, and 51 doctoral graduate students. The department maintains laboratories and major facilities for research. Strong links to JHU institutes and centers such as the Malone Center for Engineering in Healthcare, the Center for Systems Science and Engineering, the Center for Integrated Structures-Materials Modeling and Simulation, the Hopkins Extreme Materials Institute, the Johns Hopkins Center for Additive Manufacturing and Architected Materials, and the Cold-formed Steel Research Consortium expand the footprint of the Department both within and outside of the University. More information about the Department can be found at http://www.ce.jhu.edu .  The Whiting School of Engineering comprises over 200 full time tenure-track, research, and teaching-track faculty in nine academic programs with a total annual research budget of over $170 million. Research partnerships with the Johns Hopkins School of Medicine, Applied Physics Laboratory, Bloomberg School of Public Health and the Krieger School of Arts and Sciences make the Whiting School of Engineering a unique research and educational environment. Student enrollment exceeds 1800 at the undergraduate level with over 1000 full time MS and PhD students. The Engineering for Professionals program enrolls over 4000 part time continuing education students and is the largest program of its kind in the country.

The Department of Materials Science and Engineering (MSE) at the University of Maryland, College Park (UMD) ( https://www.mse.umd.edu ) is embarking on a substantial expansion by seeking outstanding individuals for multiple tenured/tenure-track faculty positions in the areas of: (1) advanced microscopy that pushes the boundaries of materials characterization; (2) additive manufacturing of metals and composites, (3) materials for advanced and quantum computing, (4) materials for extreme environment in energy and defense systems, (5) computational materials science, and (6) applied experimental physics on emergent materials. Exceptional candidates in other areas of MSE will also be considered. At least one faculty will be hired jointly with the Institute for Research in Electronics & Applied Physics (IREAP) ( https://www.ireap.umd.edu ) – a UMD institute with a broad interest in interdisciplinary applied physics research.

The Johns Hopkins University’s Department of Computer Science seeks applicants for tenure-track faculty positions at all levels and across all areas of computer science. The department will consider offers in two tracks: (1) an open track seeking excellent candidates across all areas of computer science; and (2) a track seeking candidates in the areas of human computer interaction (HCI), human AI interaction, computational health, artificial intelligence and machine learning. The search will focus on candidates at the junior level, but all qualified applicants will be considered. Plans for faculty growth in the department are aligned with School and University initiatives in health and AI. Additionally, the faculty will continue to grow by adding excellent and diverse candidates across all areas of computer science. The HCI search is part of a newly-launched initiative ( http://hci.jhu.edu ) that seeks to transform existing HCI research activities across the university by making several faculty hires within Computer Science. The Department of Computer Science has 31 full-time tenured and tenure-track faculty members, 8 research and 5 teaching faculty members, 200 PhD students, 200 MSE/MSSI students, and over 500 undergraduate students. There are several affiliated research centers and institutes including the Laboratory for Computational Sensing and Robotics (LCSR), the Center for Language and Speech Processing (CLSP), the JHU Information Security Institute (JHUISI), the Institute for Data Intensive Engineering and Science (IDIES), the Malone Center for Engineering in Healthcare (MCEH), the Institute for Assured Autonomy (IAA), and other labs and research groups. More information about the Department of Computer Science can be found at www.cs.jhu.edu and about the Whiting School of Engineering at https://engineering.jhu.edu .  

IT Infrastructure, Systems & Telecommunications Manager: The Manager, Infrastructure, Systems and Telecommunications is accountable for strategy and management of the enterprise Information Technology Infrastructure through the design and implementation of network, systems and telecommunications technologies to ensure that all systems meet SLAs for availability. The Manager will lead and mentor a team of highly technical professionals in executing the department's plans that align the network, systems & communications architecture with our mission and evolving business needs of the firm. This is a working manager role and this position must be able to manage the highly technical staff (Cisco and Microsoft based) and work directly with the tools should the need arise. Responsible for accurately gathering, consolidating, analyzing and documenting enterprise Infrastructure requirements.  Responsible for project management leadership across the enterprise for scope, schedule, cost and delivery of various Infrastructural programs/projects.

Johns Hopkins University’s Department of Biomedical Engineering is seeking a creative and motivated individual for a teaching track faculty position. The faculty member will co-instruct the department’s undergraduate design courses in the Design Team Program ( https://cbid.bme.jhu.edu/academics/undergraduate-studies/ ). The faculty member will have the opportunity to participate in and contribute to other BME programs and initiatives. Design Team is the premiere undergraduate healthcare design program in the #1 Biomedical Engineering program in the nation, with over 100 undergraduates and 50 clinicians involved each year. Student teams complete their projects in partnership with clinicians at Johns Hopkins Medical Institutes and mentors from organizations including APL, Jhpiego, JHU Tech Ventures, and the FDA. Projects span all areas of medicine and all technology areas, and include both developed-world and global health related projects. Industrial and other commercial partners are also involved as project sponsors.

(Teaching) Based on Master Syllabus, teach assigned class session(s), leveraging digital content and multi-media resources in the classroom. Assess student engagement/understanding during each class session. Collect, grade, and report assignments and homework. Adhere to and strictly follow departmental course evaluation criteria and documentation such as course score sheets. Assess and monitor student progress and understanding throughout the course. Remediate student's lack of prerequisite knowledge. Offer content help through various means, including referral to prescriptive tutoring. Select course materials as they reflect the Master Syllabus. Place the syllabus, readings and homework on Blackboard. Maintain, manage and use Publisher's web site such as Connect, Masteringbiology etc. for supplemental course instruction, Homework, assignments and quizzes. Maintain and update the instructor syllabus and course materials. Set up online course content on Blackboard when relevant. Create new digital instruction materials. Exhibit a spirit of inquiry about teaching and learning, student development, and evaluation methods. Use evidence-based resources to improve and support teaching. Develop an area of expertise in the academic arena. Share teaching expertise with colleagues and others. Demonstrate integrity as a scholar. Provide required office hours. Effectively communicate with students via e-mail, phone or online discussion boards. Provide academic advice and guidance to students. Submit grades, on time, via the faculty portal. Manage incompletes and make-ups. Occasionally instruct Independent Study students for purpose of graduation.   (Individualized  Instruction) Identify individual learning styles and unique needs of students who are culturally diverse, traditional vs. non-traditional, at-risk (e.g., educationally disadvantaged, learning and/or physically challenged, social and economic issues). Advise learners in ways to help them meet their educational goals. Create a learning environment that facilitates self-reflection and personal goal setting. Foster the development of learners in these areas: cognitive, psychomotor, affective, and creative. Adapt teaching styles and interpersonal interactions to facilitate learning behaviors.

Responsibilities/Duties •            Based on Master Syllabus, design and teach assigned class session(s), leveraging digital content and multi-media resources in the classroom; •            Assess student engagement/understanding during each class session; •            Collect, grade, and report assignments and homework; •            Assess and monitor student progress and understanding throughout the course; •            Remediate student’s lack of prerequisite knowledge; •            Offer content help through various means; •            Select course materials as they reflect the Master Syllabus; •            Place the syllabus, readings, and homework on Blackboard; •            Maintain and update the syllabus and course materials; •            Set up online courses when relevant; •            Create new digital instruction materials; •            Exhibit a spirit of inquiry about teaching and learning, student development, and evaluation methods; •            Use evidence-based resources to improve and support teaching; •            Develop an area of expertise in the academic arena; •            Share teaching expertise with colleagues and others; •            Demonstrate integrity as a scholar; •            Provide required office hours; •            Effectively communicate with students via e-mail, phone or online discussion boards; •            Provide academic advice and guidance to students; •            Submit grades, on time, via the faculty portal; •            Manage incompletes and make-ups;   

Essential Functions: Teaching intermediate to advanced courses in Cyber Security and Awareness;  Demonstrate a strong desire to excel inside and out of the classroom, providing ongoing support for students success; Using a Master Syllabus to design and teach assigned class sessions, leveraging digital content and multi-media resources in the classroom;   Assessing student engagement/understanding during each class session; Collecting and grading homework, quizzes, discussions and report assignments and; Assessing and monitor student progress and understanding throughout the course; Offering content help through various means; Placing the syllabus, reading, quizzes, discussions, projects, homework and other assignments on Canvas; Maintain and update the syllabus and course materials; Setting up online courses when relevant; Creating new digital instructional materials; Exhibiting a spirit of inquiry about teaching and learning, student development, and evaluation method; Using evidence-based resources to improve and support teaching; Demonstrating integrity as a scholar; Effectively communicate with students via e-mail, phone or online discussion Providing academic advice and guidance to students; Submitting grades, on time, via the faculty portal.