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Director of Development for Eastern US The American University in Cairo seeks an experienced and ambitious major gifts fundraiser to help achieve a successful $100M Campaign and maintain the continued success of the University. About The American University in Cairo Founded in 1919, The American University in Cairo (AUC) is a leading English-language, American accredited institution of higher education and a center of intellectual, social and cultural life of the Arab world. Its community of 5,500 undergraduate and 970 graduate students, 38,000+ alumni, parents, faculty and staff, trustees, and other generous sponsors represent more than 60 countries. AUC stands as a crossroads for the world's cultures and a vibrant forum for reasoned argument, spirited debate and understanding across the diversity of languages, facilities and human experiences. Dedicated to excellence and upholding the principles of academic freedom, the University builds a culture of leadership, lifelong learning, and continuing education and service among its graduates. AUC is committed to making significant contributions to Egypt and the international community in diverse fields. According to AUC's President Report for 2018-2019, AUC was ranked 395th in the 2020 QS World University Rankings, making it among the top 1.5% of universities worldwide. It offers 36 undergraduate, 44 master's and two PhD programs rooted in a liberal arts education that encourages students to think critically and find creative solutions to conflicts and challenges facing both the region and the world. The University also offers a globally recognized professional community-based education in English to meet the needs of the dynamic Egyptian and broader regional economies. AUC's educational assets include the largest English-language academic library collection in Egypt, three modern theaters, and 15 cross-disciplinary research centers. The University's modern, 260-acre New Cairo campus constitutes a visionary investment in the future of Cairo, Egypt and the region -- a state-of-the-art facility for advanced research, innovative teaching, lifelong learning and civic engagement. The University, in addition to Cornell University and MIT, was one of the 3 American universities selected to launch three Centers of Excellence in Egypt, partnering with public universities and promoting research, scholarships, and innovation in water, agriculture, and energy. The project is funded by the United States Agency for International Development and conducted in collaboration with Egypt's Ministry of Higher Education and Scientific Research. Chartered and accredited in the United States and Egypt, AUC is an independent, not-for-profit, equal opportunity institution. AUC is led by President Francis J. Ricciardone, 12th President of the American University in Cairo, who began his term on July 1, 2016. About Philanthropy at The American University in Cairo The philanthropic capacity of United States' Eastern coast plays a significant role in AUC's commitment to furthering its reach as a global research university. In this context, AUC is seeking a Director of Development for Eastern US (DOD) to serve as AUC's leading frontline fundraiser in Eastern United States. The DOD will cultivate, solicit, and expand AUC's donor prospect portfolio in the Eastern United States, with the highest concentration of donors and priority area being the Tri-state area. In 2019, about 76% of gifts to the University were made by Alumni and students, 20% were from Friends and Parents, and about 4% were from Foundations, Organizations, and Corporations. Of these contributions, about 76% were restricted funds, 22% were Endowed funds, and 2% went towards the AUC Fund. Centennial Campaign: A New Century of Impact AUC is currently in the midst of their Centennial Campaign, with the goal of raising $100 million. The campaign has raised over 85 percent of its target to date. As AUC kicked off its centennial year in 2019, the University reflected on its last 100 years as a global University and its major plans for their next century, which include: Global Experience Through the campaign, the University seeks to provide a global experience not only for Egyptian students, but for international students as well. The University recruits top international faculty who bring an array of experience and expertise that enrich the work of every member of the AUC community. It also creates opportunities for students to explore and understand the world through research, internships, service opportunities and studying abroad. Centennial Scholarships Continuing its legacy of being a beacon for talented students regardless of their background, AUC has created centennial scholarships, which will give the most deserving students access to an AUC education. By creating centennial scholarships, the University ensures that students from all walks of life--refugees, international students, athletes, students from populations that are unrepresented in their field--are able to get the high-quality education they deserve. This brings more perspectives and voices to the campus community and allows the University to become a generator of innovative, collaborative solutions. Creative Incubator AUC will continue to serve as an incubator for arts and creativity through launching the Tahrir Cultural Center at the Tahrir Square campus, revitalizing the University's role as the fountainhead of cultural activity in Cairo's Khedivial-era downtown. Both the Tahrir Square and the New Cairo campus will continue to host debates and performances, workshops and exhibits, public lectures and community programs. Creating a Vision for Tomorrow Embracing new initiatives, the centennial campaign will launch El Mostakbal, The Middle East Looking Forward initiative -- a three-year project to examine the paramount socioeconomic, political and security issues in the Arab world and the Middle East region. Through this initiative, the School of Global Affairs and Public Policy will lead a research and policy program that includes a multi-track series of workshops, conferences and publications that assess the challenges and opportunities facing the Arab world and offer concrete policy recommendations that touch every aspect of life in our region. The Power of Giving With the introduction of the centennial campaign, AUC aims to foster a stronger culture of philanthropy among the AUC community with the goal of increasing participation. This can be achieved through the AUC Fund and the Give 100 campaign, giving the AUC community the opportunity to give 100 units of their country's currency to the AUC Fund. All proceeds will count toward the campaign total and will support scholarships for students with financial need. Gifts to AUC can support a number of areas including: Named Spaces Opportunities, Scholarships, Fellowships, Professorship, Research, Awards, Faculty and Staff Development Funds, Diplomas and Certificates and Distinguished Visiting Professors. About the Position The Director of Development for Eastern US (DOD) will be based in AUC's Manhattan office and report to Vice President, Bruce Flessner. The DOD will focus efforts on the Eastern Coast of the United States, an area which holds significant funding potential. S/he will solicit major gifts across the Eastern US, in the context of helping to complete the Centennial Campaign, and beyond. S/he will manage an initial portfolio of approximately 150 major donors and major donor prospects in the Eastern United States. The DOD will work collaboratively with New York and Cairo-based colleagues in Major Gifts. The successful candidate will bring an entrepreneurial mindset and is expected to work well independently and collaboratively within a team environment, and with people of diverse backgrounds, cultures, and nationalities in a centralized framework of fundraising. Key Responsibilities Manage and develop a portfolio to generate significant contributions to the campaign: Cultivate, solicit, and close major, and capital gifts from a select portfolio of 150+ prospects and donors Build and expand the engagement of AUC's leadership prospect pool; identify strategies and opportunities to align prospects with various University priorities as a key component of the comprehensive campaign Attain an annual visit goal and achieve annual personal and team revenue goals Partner with colleagues in Gift Planning, Annual Fund, and Parent Giving to maximize contributions and ensure clear communication in the cultivation and solicitation process Create strategies to introduce AUC to potential foundation prospects, as well as work with Board members and University leadership on solicitation strategies for AUC's highest rated prospects Develop and maintain a thorough understanding of AUC's strategic priorities and goals Create opportunities to engage alumni, parents, volunteers, faculty and staff members in the cultivation and solicitation of current and potential donors Key Qualifications 7-10+ years of development experience with a track record of identifying, cultivating, soliciting, closing and stewarding major gifts, preferably in a higher education environment Experience soliciting 6-figure gifts, 7-figure gifts preferred Record of success and desire to travel and secure meetings with donors Exceptional interpersonal, presentation, and communication skills, with the ability to interact with a wide range of constituents including sophisticated, high net worth donors Self-starter with a resourceful and entrepreneurial spirit and an ability to act decisively High degree of integrity, initiative, and professionalism as well as sound judgment Global awareness and interest in international affairs Strong technical skills, particularly a comfort with relational databases and prospect management systems Campaign experience preferred Understanding and belief in the mission of The American University in Cairo, and ability to represent the University to potential donors Ability to travel frequently along the Eastern US, with a priority in the Tri-state area Work evenings/weekends as appropriate All qualified candidates will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, veteran status, or any other characteristic protected by law. Please email your cover letter and resume in confidence to: AUCairo@developmentguild.com Suzanne Battit SENIOR VICE PRESIDENT, PRINCIPAL Development Guild DDI For more information about The American University in Cairo, please visit https://www.aucegypt.edu/home For more information about Development Guild DDI, please visit https://www.developmentguild.com/current-searches/ Copyright ©2017 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-206aa899394c774d9e17b4c81ab67bb4

D’Youville invites innovative, creative and mission focused candidates to apply for a full-time position of a Pathways Program Director.  The Pathways Program Director is responsible for planning and developing workforce development program content as well as implementing and evaluating pathways programming. These programs will be delivered to underserved and underrepresented residents of the West side of Buffalo, NY. D'Youville is an independent institution of higher education that offers baccalaureate and graduate programs to students of all faiths, cultures, and backgrounds. D’Youville honors its Catholic heritage and the spirit of St. Marguerite d’Youville by providing academic, social, spiritual, and professional development in programs that emphasize leadership and service. D'Youville teaches students to contribute to the world community by leading compassionate, productive, and responsible lives. 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. Dedicated to building thriving, healthy communities, D’Youville is nurturing new and existing community partnerships. 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.  The Pathways Program Director will be critical in ensuring that the workforce development pipeline is implemented and vibrant upon the opening of the Hub in January 2021.  Once the Hub is opened, this position will transition to help develop and lead a comprehensive institute focused on eliminating health disparities through research, grant funded programs, and health career opportunity programs.  Understanding the needs of the community, candidates of diverse backgrounds are encouraged to apply. Position Details The Pathways programs will provide traditionally underserved, unemployed, underemployed individuals, many of whom have been out of school for years or did not complete high school, with workforce training and support that will lead to credentials and employment opportunities in high demand occupations in WNY’s booming healthcare industry. The English as a New Language (ENL)/Academic Preparation program will provide individualized language and academic preparation, mentoring, and relevant supports addressing ongoing barriers to employment, ensuring participants are both prepared to complete the coursework as well as successfully enter the workforce and maintain employment. Certifications in healthcare related areas will also be offered. The Program Director is responsible for planning and developing program content as well as implementing and evaluating programming for pathways programs. These programs will be delivered to underserved and underrepresented residents of the West side of Buffalo. In addition, the PD will have oversight for developing marketing, materials for the pathways programming; creating a recruitment plan for participants; have oversight for program evaluation; responsible for hiring and supervising program coordinator and instructors to deliver the content of the respective programs. Must be able to engage with community members in the target population; establish community relations with businesses and community members; work well with multiple organizational units within D’Youville. The selected applicant will be responsible for: Develop and implement workforce development pathway programs Direct program assessment process Develop, submit and administer quarterly reports Supervise performance of program staff Act as a liaison between various external stakeholders, clinical facilities and the institution  to include the development of new articulation agreements Recruit and hire staff Develop and maintain operational policies and procedures to execute the requirements for the position Maintain Program Records such as enrollment, retention, evaluations (formative and summative) Minimum Qualifications: Doctoral degree in a health-related field preferred, master’s degree with relevant experience will be considered. Preference will be given to individuals who speak a second language Must be willing to work flexible hours including weekends and/or evenings as needed based on programming and staffing How to Apply : Online applications only.    Candidates of diverse backgrounds are encouraged to apply.  Interested applicants should provide to a cover letter and resume. Inquiries may be directed to Dr. Maureen Finney at finneym@dyc.edu

D’Youville invites innovative, creative and mission focused candidates to apply for a full-time position of a Pathways Program Director.  The Pathways Program Director is responsible for planning and developing workforce development program content as well as implementing and evaluating pathways programming. These programs will be delivered to underserved and underrepresented residents of the West side of Buffalo, NY. D'Youville is an independent institution of higher education that offers baccalaureate and graduate programs to students of all faiths, cultures, and backgrounds. D’Youville honors its Catholic heritage and the spirit of St. Marguerite d’Youville by providing academic, social, spiritual, and professional development in programs that emphasize leadership and service. D'Youville teaches students to contribute to the world community by leading compassionate, productive, and responsible lives. 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. Dedicated to building thriving, healthy communities, D’Youville is nurturing new and existing community partnerships. 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.  The Pathways Program Director will be critical in ensuring that the workforce development pipeline is implemented and vibrant upon the opening of the Hub in January 2021.  Once the Hub is opened, this position will transition to help develop and lead a comprehensive institute focused on eliminating health disparities through research, grant funded programs, and health career opportunity programs.  Understanding the needs of the community, candidates of diverse backgrounds are encouraged to apply. Position Details The Pathways programs will provide traditionally underserved, unemployed, underemployed individuals, many of whom have been out of school for years or did not complete high school, with workforce training and support that will lead to credentials and employment opportunities in high demand occupations in WNY’s booming healthcare industry. The English as a New Language (ENL)/Academic Preparation program will provide individualized language and academic preparation, mentoring, and relevant supports addressing ongoing barriers to employment, ensuring participants are both prepared to complete the coursework as well as successfully enter the workforce and maintain employment. Certifications in healthcare related areas will also be offered. The Program Director is responsible for planning and developing program content as well as implementing and evaluating programming for pathways programs. These programs will be delivered to underserved and underrepresented residents of the West side of Buffalo. In addition, the PD will have oversight for developing marketing, materials for the pathways programming; creating a recruitment plan for participants; have oversight for program evaluation; responsible for hiring and supervising program coordinator and instructors to deliver the content of the respective programs. Must be able to engage with community members in the target population; establish community relations with businesses and community members; work well with multiple organizational units within D’Youville.  

I. JOB SUMMARY The highly visible incumbent is responsible for implementing the mission and vision of D’Youville College and the Division of Student Affairs while directing the student experience on campus from the moment a campus tour occurs through commencement. This inaugural position will provide administrative oversight for the total holistic experience on campus which encompass tours, open houses, orientation programs for both undergraduate and graduate programs, and annual student leadership programs. The successful candidate will be a self-starter who thrives amidst an ever-changing and unpredictable work environment and will have demonstrated skills in the areas of leadership and programming. The Director of the Student Experience will report directly to the Chief Student Affairs Officer; is responsible for the departmental budget and will serve on various college committees. Evening and weekend hours may be required when the college is in session to manage workload and attend meetings and College functions. This 12-month position will ensure that the College is “student-ready” and that every student has the opportunity to be engaged outside of the classroom. II. PRIMARY JOB DUTIES: Coordinate an energetic campus tour experience for perspective students; Develop and implement an innovative open house experience that engages both perspective students and their families by coordinating with admissions, faculty, and staff; Create and manage a modern student orientation model for both undergraduate and graduate students that showcases academics, campus life, student support, and leadership development; Recruit, train, and supervise a student staff of “college ambassadors”; student staff of orientation leaders; and a graduate assistant student from a local higher education administration program; Provide supervision, development, and feedback for all appropriate department staff; Collaborate with the Directors of Engagement & Housing and Development & Advocacy on the administration of comprehensive student experience programs for first-year students; Develop policies and procedures for the recognition and support of extracurricular involvement; Work closely with the Director of Student Engagement and Housing and the Director of Student Development and Advocacy on the administration of Living Learning Communities; Develop community service and experiential learning opportunities for students with set measurable learning outcomes; Serve as the Student Affairs leader for institutional commencement ceremonies; Attend bi-weekly 1:1 meetings with the Chief Student Affairs officer and monthly Student Affairs Directors meetings; Manage departmental assessment efforts and data gathering, respond to data/statistical inquiries from campus stakeholders, and ensure student development and satisfaction; III. OTHER JOB DUTIES: Ensure a student-centered departmental environment with a focus on customer service; Support the overall campus programming model by collaborating with faculty, staff, and SGA on initiatives and events; Collaborate with faculty and staff across campus to ensure Serve as an atIXa trained investigator/hearing panel officer; Serve as an educator, mediator, reviewer when a student concern is escalated as a result of published policy, departmental process, or at the request of the Chief Student Affairs Officer; Other duties as assigned by the Chief Student Affairs Officer. IV. KNOWLEDGE, SKILLS, & ABILITIES: Demonstrated experience working in or supervision of student leadership programming; Thorough knowledge and proven track record in Student Affairs, including policy development, programming and student development; Strong cross-cultural, interpersonal, and writing skills necessary, including the ability to represent the College in a positive way to diverse populations; A demonstrated commitment to promoting a diverse and inclusive community; Possesses a demonstrated ability to develop linkages with other college community partners through significant outreach efforts to support student success in and out of the classroom; Ability to innovative and create programs that supports student learning, leading to increased persistence and graduation rates across diverse student populations; Ability to work with a wide variety of individuals on campus and in all areas of the community to accomplish student life objectives; Ability to make sound professional judgments, often under deadline pressure, when dealing with student related issues; A proven ability to identify and address problems, exhibit competence in identifying and interpreting needed areas of assessment, display sensitivity regarding personnel matters and the ability to participate effectively in short and long-range planning; A strong commitment to the college’s mission to honor the catholic heritage and the spirit of St. Marguerite d’Youville working with students from across diverse cultures, backgrounds and faith traditions that promotes leadership and service. V. JOB SPECIFICATIONS: Education : Master's degree in Higher Education Administration or related field. Experience : 4-6 years of professional experience within Student Affairs showing progressive responsibilities.

I. JOB SUMMARY The highly visible incumbent is responsible for implementing the mission and vision of D’Youville College and the Division of Student Affairs while directing student development and advocacy efforts. This inaugural position will provide administrative oversight for The Park which encompasses innovative advocacy services for all students. The successful candidate will be a self-starter who thrives amidst an ever-changing and unpredictable work environment and will have demonstrated skills in the areas of student support and programming. The Director of Student Development & Advocacy will report directly to the Chief Student Affairs Officer; is responsible for the departmental budget and will serve on various college committees. Evening and weekend hours may be required when the college is in session to manage workload and attend meetings and College functions. This 12-month position oversees a comprehensive student development model that works very closely with Student Engagement and Student Leadership to ensure that the College is “student-ready” and that every student has the opportunity to be engaged outside of the classroom. II. PRIMARY JOB DUTIES: Oversee innovative campus advocacy efforts within a newly debuted center while collaborating with local and national partners; Develop policies and procedures that help to destigmatize advocacy services; In cooperation with the Director of Student Engagement & Housing, coordinate a comprehensive developmental model that incorporates academic, extracurricular, community service, and experiential opportunities for those students who have a residential requirement and/or those students who take part in a Living Learning Community while tracking and assessing persistence and retention rates; Chair the Students of Concern committee while following NaBITA guidelines and work in collaboration with faculty and other support services across campus to intervene as early as possible with students who exhibit behavioral or personal well-being needs; Coordinate the crisis management process for students who have experienced severe distress; Serve as the Student Affairs representative on the student financial appeal committee; Work closely with the Chief Student Affairs Officer on the advisement of the Student Government Association; Collaborate with the Directors of Engagement & Housing and the Student Experience on the administration of comprehensive student experience programs for first-year students; Create and manage a student advocate leadership position and the subsequent recruitment and selection process; Provide supervision, development, and feedback for the student advocate team; Attend bi-weekly 1:1 meetings with the Chief Student Affairs officer and monthly Student Affairs Directors meetings; Manage departmental assessment efforts and data gathering, respond to data/statistical inquiries from campus stakeholders, and ensure student development and satisfaction; III. OTHER JOB DUTIES: Ensure a student-centered departmental environment with a focus on customer service; Support the overall campus programming model by collaborating with faculty, staff, and SGA on initiatives and events; Partner with the Director of the Student Experience to create intentional student touchpoints; Serve as an atIXa trained investigator/hearing panel officer; Serve as the Student Affairs champion for the campus EAB system; Serve as an educator, mediator, reviewer when a student concern is escalated as a result of published policy, departmental process, or at the request of the Chief Student Affairs Officer; Other duties as assigned by the Chief Student Affairs Officer. IV. KNOWLEDGE, SKILLS, & ABILITIES: Demonstrated experience working in or supervision of student advocacy or development; Thorough knowledge and proven track record in Student Affairs, including policy development, programming and student development; Strong cross-cultural, interpersonal, and writing skills necessary, including the ability to represent the College in a positive way to diverse populations; A demonstrated commitment to promoting a diverse and inclusive community; Possesses a demonstrated ability to develop linkages with other college community partners through significant outreach efforts to support student success in and out of the classroom; Ability to innovative and create programs that supports student learning, leading to increased persistence and graduation rates across diverse student populations; Ability to work with a wide variety of individuals on campus and in all areas of the community to accomplish student life objectives; Ability to make sound professional judgments, often under deadline pressure, when dealing with student related issues; A proven ability to identify and address problems, exhibit competence in identifying and interpreting needed areas of assessment, display sensitivity regarding personnel matters and the ability to participate effectively in short and long-range planning; A strong commitment to the college’s mission to honor the catholic heritage and the spirit of St. Marguerite d’Youville working with students from across diverse cultures, backgrounds and faith traditions that promotes leadership and service. V. JOB SPECIFICATIONS: Education : Master's degree in Higher Education Administration or related field. Experience : Appropriate and applicable professional experience within Student Affairs showing progressive responsibilities.

I. JOB SUMMARY The highly visible incumbent is responsible for implementing the mission and vision of D’Youville College and the division of Student Affairs while operating a comprehensive housing program on campus.  The successful candidate will be a self-starter who thrives amidst an ever-changing and unpredictable work environment and will have demonstrated skills in the areas of student support and programming. The Coordinator of Student Engagement & Housing will report directly to the Director of Student Engagement & Housing.  Evening and weekend hours will be required when the college is in session to manage workload and attend meetings and College functions. This 12-month, live-on, position will assist with campus and student emergencies, as needed, and serve in a rotation as the Administrator On-Call in cooperation with the Director of Student Engagement & Housing.  This position is expected to work closely with all units within Student Affairs to ensure that the College is “student-ready” and that every student has the opportunity to be engaged outside of the classroom. II. PRIMARY JOB DUTIES: Ensure effective management of all facilities within the College residential program and assist the Director of Student Engagement & Housing with projects related to facilities development; Oversee the annual residential room selection process and coordinate room assignments and room changes throughout the academic year including the placement of first-year, returning, graduate, doctorate, and visiting students; Organize and manage yearly residence hall opening and closing procedures and coordinate student break housing needs; Oversee the management of housing contracts, room condition reports (RCR), emergency contact forms, and health & safety inspections for each residential student by coordinating with Resident Directors; Serve as an educator, mediator, and reviewer when a roommate conflict or housing concern is escalated as a result of published policy or departmental process; Coordinate with cleaning, maintenance, and IT departments to ensure that daily, general and emergency issues within the residence halls are corrected in a timely fashion; Manage data gathering, respond to data/statistical inquiries from campus stakeholders, particularly data related to residential occupancy; Serve as the Student Engagement liaison for the College regarding all residential conference groups and work with clients to assure proper room assignments, food service, and meeting room needs; Work closely with the Director of the Student Experience regarding housing needs; Continuously evaluate and assess College housing occupancy, retention, and projection trends. Hold weekly 1:1 meetings with the Director of Student Engagement & Housing; Serve as an Administrator On-Call in cooperation with the Director of Student Engagement & Housing. III. OTHER JOB DUTIES: Ensure a student-centered departmental environment with a focus on customer service; Support the overall campus programming model by collaborating with faculty, staff, and SGA on initiatives and events; Serve as an atIXa trained investigator/hearing panel officer; Other duties as assigned by the Director of Student Engagement & Housing. IV. KNOWLEDGE, SKILLS, & ABILITIES: Demonstrated experience working in or supervision of student housing; Thorough knowledge and proven track record in Student Affairs, including policy development, programming and student development; Strong cross-cultural, interpersonal, and writing skills necessary, including the ability to represent the College in a positive way to diverse populations; A demonstrated commitment to promoting a diverse and inclusive community; Possesses a demonstrated ability to develop linkages with other college community partners through significant outreach efforts to support student success in and out of the classroom; Ability to innovative and create programs that supports student learning, leading to increased persistence and graduation rates across diverse student populations; Ability to work with a wide variety of individuals on campus and in all areas of the community to accomplish student life objectives; Ability to make sound professional judgments, often under deadline pressure, when dealing with student related issues; A proven ability to identify and address problems, exhibit competence in identifying and interpreting needed areas of assessment, display sensitivity regarding personnel matters and the ability to participate effectively in short and long-range planning; A strong commitment to the college’s mission to honor the catholic heritage and the spirit of St. Marguerite d’Youville working with students from across diverse cultures, backgrounds and faith traditions that promotes leadership and service. V. JOB SPECIFICATIONS: Education : Master's degree in Higher Education Administration or related field. Experience : 1-2 years of experience within Student Affairs showing progressive responsibilities.

  Job Title: Clinical Placement Specialist/Academic Internship Specialist Job ID: 21890 Location: CUNY School of Professional Studies Full/Part Time: Full-Time Regular/Temporary: Regular POSITION DETAILS The CUNY School of Professional Studies (CUNY SPS) provides online and on campus degree and certificate programs that meet the needs of adults who are looking to finish or transition into a bachelor’s degree, earn a master’s degree or certificate in a specialized field, advance in the workplace, or change careers. Home to the first fully online degree programs at the City University of New York, CUNY SPS offers fully accredited degree and certificate programs for students who want the flexibility and convenience of online education. CUNY SPS was ranked in the top 5% in the Nation in U.S. News & World Report’s list of the 2020 Best Online Bachelor’s Degree Programs. Drawing on CUNY's nationally and internationally renowned faculty and practitioners, as well as industry and education partners, the School's programs provide opportunities for personal growth, job mobility, greater civic participation, and new ways to advance knowledge. Reporting to the Academic Director of Health Information Management (HIM) and Health Services Administration (HAS) BS degree programs, the Clinical Placement Specialist, in addition to the CUNY Title Overview, will be responsible for but not limited to the following: Coordinate all student-placements needed each semester; Submit requisite paperwork to clinical facilities for students’ participation on a timely basis; Liaise with HIM professionals in hospitals and clinics to coordinate clinical placements via email, online application, phone and/or in person; Research, identify and track all facility requirements at each clinical placement site and communicate these requirements to students in a timely and responsive manner; Communicate with all HIM students on an ongoing basis to ensure that student records are up to date, send out notifications when requirements are not met, including immunizations, liability insurance, health insurance, criminal background checks and any other required information; Communicate confirmed or changed clinical placement agreements with Academic Director, instructors, program coordinators and students for all Professional Practice Experiences in the HIM program; Monitor affiliation agreements with clinical facilities to ensure that they are current; Liaise with CUNY SPS Counsel regarding affiliation agreement updates and Liability Insurance Certificates; Review student’s clinical clearance documentation in the document management system; Train students regarding clinical clearance process and use of the system; Schedule students to attend mandatory facility orientations and training as needed; Maintain HIPAA & FERPA standards; Manage and maintain all records of facility contacts; attend meetings at clinical partner sites as required; Conduct site visits to clinical sites to confirm that faculty and students are meeting course and facility expectations.   CUNY TITLE OVERVIEW Supports an academic internship program providing career development and professional work experience. Acts as liaison between the College and employer sponsors, monitoring the success of students' internship experiences Supervises student internships, assuring adherence to related College and governmental policies and regulations Creates and conducts orientation sessions and workshops for students in the internship program; coordinates applications, interviews, and placement as part of overall student outreach Provides faculty orientation and development related to internship programs Implements and evaluates competencies and other success factors Performs related duties as assigned.  

I. JOB SUMMARY The ideal candidate has excellent communication skills and a basic understanding of chemistry and biology with a good aptitude and interest for learning. The individual will be tasked with greeting and directing students at the department’s front desk as well as maintaining a working laboratory environment for each of the disciplines, including: anatomy & physiology, biochemistry, introductory biology, genetics, biochemistry, and microbiology. The Gross Anatomy laboratory is excluded since it’s under the purview of the Gross Anatomy Lab Director. II. PRIMARY JOB DUTIES: Receive students at front desk and direct them as needed, offer appropriate forms and guidance, Daily lab rounds to ensure a safe and clean laboratory environment by dusting surfaces, washing glassware, restocking supplies, and calling facilities/housekeeping as necessary to schedule repairs. Organize all reagents and necessary consumables for laboratory experiments as directed by faculty. Keep an inventory and alert faculty if reordering is advisable. Running the autoclave once or twice a week as needed, maintaining the prep rooms safe and clear, Schedule maintenance and service visits for the autoclave (once a year, marking dates on a label visible on the equipment), as well as common lab equipment, microscopes, and pipette calibration as directed by faculty, keeping records of all the above, Test the eye-washing stations and safety showers once a month, recording each test on a label visible on the equipment, Set-up new equipment and coordination of maintenance schedules, To regularly contact the IT helpdesk and schedule lab computer repairs and updates, To regularly refill paper towel, soap, and distilled water in the lab, or schedule such with housekeeping, Contact Facilities when non-consumable, non-lab equipment items malfunction, including furniture and/or door repairs, gas leaks, AC/heating system malfunctions, etc. Supervise waste removal, including regulated medical, organic, and glass waste. This shall also include replacing waste containers when full and training of faculty members as well as teaching assistants in proper lab etiquette and waste disposal techniques, Maintain SDS sheets and update Security with new entries, Coordinate TA schedules for open labs (typically for anatomy and physiology) with the exception of the gross anatomy lab (purview of the gross anatomy lab director) Prepare reagents and plates required for labs as directed by the faculty (faculty should provide material requests at least two weeks in advance) Daily clean animal cages and feed animals as necessary (during the semester he/she/they can train student workers to assist with this task) Receive deliveries, open boxes, and store as appropriate. III. OTHER JOB DUTIES: Assist faculty and staff as needed on a case-by-case basis IV. KNOWLEDGE, SKILLS, & ABILITIES: Need good computer literacy/proficiency in word processing, spreadsheet and database management, various scientific applications and hardware use. Must understand biomedical research and safety, basic chemical reactions and the hazards involved when working with chemicals and biological hazards. Excellent interpersonal skills; good telephone manner and organization. V. JOB SPECIFICATIONS: Education : Bachelor’s Degree in the sciences. Experience : Work experience in a laboratory setting is ideal.  

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.

Associate Professor/Professor, Global Cybersecurity Institute 5082BR Golisano College of Computing & Info Sciences GCCIS - Global Cybersecurity Institute Faculty Type (Tenure Status): Tenured Faculty Discipline: Computer Science, Computer Security and Information Assurance, Human Computer Interaction, Information Sciences & Technologies, Information Security and Forensics, Information Technology, Interactive Games & Media, Medical Informatics, Networking and Cyber Security, Networking and Systems Administration, Networking, Security and Systems Administration, New Media Design, Software Engineering Faculty Rank: Associate Professor, Professor Employment Category: Fulltime Anticipated Start Date: 12-Aug-2020 Department/College Description Founded in 1829, Rochester Institute of Technology is a diverse and collaborative community of engaged, socially conscious, and intellectually curious minds. Through creativity and innovation, and an intentional blending of technology, the arts and design, we provide exceptional individuals with a wide range of academic opportunities, including a leading research program and an internationally recognized education for deaf and hard-of-hearing students. Beyond our main campus in Rochester, New York, RIT has international campuses in China, Croatia, Dubai, and Kosovo. And with nearly 19,000 students and more than 135,000 graduates from all 50 states and over 100 nations, RIT is driving progress in industries and communities around the world. Detailed Job Description The Global Cybersecurity Institute (GCI) at RIT invites applications for an Endowed full-time tenured professor or associate professor position. We encourage candidates with significant track records in external funding and highly recognized research outputs with a focus in, but not limited to: usable security, applied cryptography, games and cybersecurity, software security, network and system security, and the intersection of cybersecurity and artificial intelligence. RIT is making a major investment in cybersecurity, spurred by a recent gift of $20 million by alumnus Austin McChord and a $5 million investment by New York State. We are building a new 50,000-sq. ft. building wing dedicated to the new Global Cybersecurity Institute (GCI) that will open in the fall of 2020, helping to further establish RIT as a leader in this field. Currently, we have 27 faculty members from across RIT working to address the growing challenges in cybersecurity with an interdisciplinary approach. Please visit https://cybersecurity.rit.edu for more information about cybersecurity at RIT. The successful candidate will be granted an endowed position with dedicated research funding and additional salary commensurate with the role they will play in leading major research initiatives in cybersecurity. The candidate may be hired into any department in RIT and will be expected to collaborate across the university to advance research and education in cybersecurity and be a cornerstone in the growth of GCI. We are seeking an individual who has the ability and interest in contributing to RIT's core values, honor code, and diversity.  

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

The Project Assistant Director will report to the D’Youville College Upward Bound Project Director.  D’Youville College Upward Bound is a year-round educational opportunity and pre-college support program for qualifying students from the International Preparatory School.  The mission of the Upward Bound program is to increase the number of at-risk students who enroll and succeed in post-secondary education.  Upward Bound focuses on increasing educational attainment for economically disadvantaged, first generation, traditionally underrepresented students and families through services and solutions that increase academic skills proficiency, promote grade level achievement/ high school graduation/post-secondary education, economic self-sufficiency, and financial literacy.  In this capacity, the Program Director will have responsibility for program services implementation, facilitation, participant management, data collection and assisting the Project Director in staff administration and with project evaluation.   Specific Duties : Coordination of academic support services, college access and post-secondary preparation. Assist the Project Director in planning, coordination and administration of academic support services, college access and post-secondary preparation.  Public school collaboration as the in school D’Youville College liaison to the International Preparatory School and Leonardo Da Vinci. Case Management for participants’ academic, personal and career counseling and mentoring. Administration of participant recruitment and application evaluation process. Organization and maintenance of program and participant data (including, but not limited to, academic , attendance, participation and retention records, contact logs & counseling statements). Coordination, scheduling and participation in program special events and field experiences. Effectively maintain Individual Service Plans and Academic Progress Plans and supervise implementation of services by program staff. Provide assistance to the Project Director in staff recruitment, training, scheduling and evaluation. Provide assistance to the Project Director in internal and external program data collection and evaluation.  Required Knowledge, Skills and Abilities : Knowledge of academic advising and college, career, financial aid and economic literacy activities and services for low-income and potential first generation college students. Knowledge of academic advising and college, career, financial aid and economic literacy activities and services for low-income and potential first generation college students.  Knowledge of personal and career counseling within the social work practice. Ability to perform recruitment presentations. Ability to review, analyze, and evaluate program applications.  Ability to effectively maintain a caseload of Project Participants and provide them with services and activities as indicated on their Individual Service Plans and Academic Progress Plans. Knowledge of basic computer skills including Office software.  Ability to effectively communicate orally and in writing. Exceptional interpersonal, counseling, communication, organization and facilitation skills.  Ability to assist the PD in supervising and evaluating the work of others. Ability to assist PD in collecting and analyzing data and conducting internal Project evaluations (formative and summative). Knowledge of barriers to postsecondary education faced by low income and potential first generation college youth in the target area. Master’s Degree in in education, counseling, social work, or public/business administration from an accredited college or university. Minimum of one (1) – two  (2) years experience in the areas of staff supervision; program development and evaluation.  Minimum of two (2) – three (3) years of appropriate and relevant professional experience working in a TRIO federal program or similar program/project with disadvantaged and at-risk students, experience coordinating and supervising project programming and field experiences, experience advising and assisting students with the college admissions and financial aid process, professional or personal experiences in overcoming barriers similar to those confronting Project Participants. Terms and Conditions of Service: The position of project assistant director is subject to grant funding. 

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.**    

General Statement of Duties Engages in all phases of student recruitment and counseling activities, reviews admissions applications, represents the college at local and regional college recruitment events and high schools, and coordinates special on and off-campus recruitment programs. Communicates with potential students and families as well as campus constituents and current students to realize the college enrollment goals and manages special collateral duties as assigned. Distinguishing Features of the Class Under the supervision and reporting to the Director of Freshman Admissions, the Admissions Counselor is responsible for the recruitment of students and the evaluation and follow through of applied students in a given geographical territory.  Also serves as representative of college in recruitment affairs and activities, educating potential students on opportunities at D’Youville as well as on factors that lead to a strong application. Maintains relationships with high school counseling community and contributes to / gains insight from professional development activities and current trends in higher education. Conducts assessment of recruitment events, communications and outreach to improve effectiveness and to identify enrollment barriers. Examples of Duties Serves as a full-time professional administrator and college representative dedicated to the recruitment of traditional, transfer, and non-traditional students to the college. Engages in activities which assist, support and transition applicants to enrollees. Answers all inquiries regarding admission standards, policies, programs, financial aid and general information regarding the college. Provides insight into scholarship resources and communicates the value of a D’Youville education in order to assist students in finding a good fit with D’Youville. Serves as the point of contact for students eligible for opportunity programs, including Say Yes, HEOP and others; serves on HEOP admissions committee Interviews and counsels prospective students and their parents. Conducts campus tours when necessary. Reviews applications and determines the admissibility of students to D’Youville. Maintains regular communication with prospective students and applicants. Participates in recruitment travel to high school and college nights throughout the northeast. Works independently to identify enrollment trends and likelihood within given territory, and plans travel accordingly. Coordinates on and off-campus recruitment events for prospective students ranging in size from personal appointments to larger open houses.  Manages all planning aspects and works within a budget. Contributes to communication planning and publication content as well as group presentations. Manages collateral assignments as designated by the directors. Required Knowledge, Skills, and Abilities Possess strong organizational and communication skills. Bachelor’s Degree required. Ability to work effectively with students, counselors, families and communities from a wide range of cultural, social and economic backgrounds Proficiency with current MS Office and social networking practices. Able to represent and promote the college in a competitive environment. Able to identify and recruit students who are desirable enrollees for the college Strong attention to detail. Possess good interpersonal skills as well as a sincere interest in student well-being and success. Engender self-motivation with appropriate energy level. Committed to meeting all office goals and objectives as established by the Director. Exhibit initiative, resourcefulness, and problem-resolution skills. Able to exercise sound judgment, tact, courtesy, and dependability. Possess a valid driver's license, a reliable car, and a willingness to travel. Ability to consistently work evenings and weekends. Desired Background and Experience Master’s degree in Higher Education, Marketing, or Business preferred. Background in counseling, public relations, marketing, communications, sales, and/or management helpful. Strong written capabilities are highly desired.

D’Youville College School of Nursing is seeking outstanding faculty candidates with expertise in nursing research and online education to join our adjunct faculty team. Candidates of diverse backgrounds are encouraged to apply. Faculty members in the School of Nursing are primarily responsible for the implementation of educational programs through classroom teaching, lab instruction, and clinical supervision. Opportunities are available in several of these venues.  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. Regular activities include holding office hours, mentoring students, serving on departmental and college committees, and engagement in college and community service opportunities.  Job Details Faculty members in the School of Nursing are primarily responsible for the implementation of educational programs through classroom teaching, lab instruction, and clinical supervision. Opportunities are available in several of these venues.  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. Regular activities include holding office hours, mentoring students, serving on departmental and college committees, and engagement in college and community service opportunities. Qualifications Education: Applicants must have a master's degree as a Registered Professional Nurse with experience in online education and/or research preferred. Unencumbered New York State RN license or eligibility for licensure required. Doctoral degree (DNS, DNP, EdD, or PhD) preferred. Experience: Academic teaching experience preferred.  Minimum five years’ experience as a registered nurse or nurse educator preferred.  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 as a Nurse Practitioner with an emphasis on engaging and innovative pedagogy   Student-centric and service-minded, with the ability to work collaboratively in teams Provide effective classroom and clinical instruction in courses required by a diverse student population Contribute to the development, implementation and evaluation of School of Nursing academic programs Serve as an active member in the School of Nursing with regular, predictable attendance at meetings as scheduled Physically able to perform teaching duties in each of class and laboratory settings for normal office environment  Able to lift 25 lbs from floor level Able to occasional bend, twist, and stoop Frequent typing of computer keyboard Have the ability to sit or stand for extended periods and the dexterity to operate a computer and telephone Capable of performing light to moderate lifting, pushing, or pulling of equipment  Able to provide instruction in classroom, hybrid, or distance learning format Maintain professional competence and certification (if applicable) in specialty area Hold on-campus office hours for students 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 How to Apply: **Candidates should submit a letter of interest, a current curriculum vitae, and three letters of recommendation.**    

D’Youville College School of Nursing is seeking outstanding faculty candidates with expertise in nursing research and online education to join our adjunct faculty team. Candidates of diverse backgrounds are encouraged to apply. Faculty members in the School of Nursing are primarily responsible for the implementation of educational programs through classroom teaching, lab instruction, and clinical supervision. Opportunities are available in several of these venues.  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. Regular activities include holding office hours, mentoring students, serving on departmental and college committees, and engagement in college and community service opportunities.  Qualifications Education: Applicants must have a master's degree as a Registered Professional Nurse with experience in online education and/or research preferred. Unencumbered New York State RN license or eligibility for licensure required. Doctoral degree (DNS, DNP, EdD, or PhD) preferred. Experience: Academic teaching experience preferred.  Minimum five years’ experience as a registered nurse or nurse educator preferred.  Distinguishing Features of the Applicant (knowledge, skills, and abilities) Have a commitment to creating an inclusive climate for learning for students of diverse backgrounds Be focused on student success  Possess academic and experiential expertise as a Nurse Practitioner with an emphasis on engaging and innovative pedagogy   Be student-centric and service-minded, with the ability to work collaboratively in teams Provide effective classroom and clinical instruction in courses required by a diverse student population Contribute to the development, implementation and evaluation of School of Nursing academic programs Serve as an active member in the School of Nursing with regular, predictable attendance at meetings as scheduled  Be physically able to perform teaching duties in each of class and laboratory settings For normal office environment must be able to lift 25 lbs from floor level Must be able to occasional bend, twist, and stoop Frequent typing of computer keyboard Have the ability to sit or stand for extended periods and the dexterity to operate a computer and telephone Capable of performing light to moderate lifting, pushing, or pulling of equipment  Able to provide instruction in classroom, hybrid, or distance learning format Maintain professional competence and certification (if applicable) in specialty area  Hold on-campus office hours for students 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 Have the ability to interact and establish good interpersonal and collaborative relationships with students, faculty, administrators, staff, the Chair, the Dean, and the larger college community Be 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 **Candidates should submit a letter of interest, a current curriculum vitae, and three letters of recommendation.**  

JOB DESCRIPTION The Department of Biology and Mathematics in the School of Arts, Sciences, and Education (SASE) at D’Youville invites qualified applications for one full-time Assistant Professor of Biology position, tenure-track, beginning August 2020. We seek a candidate committed to enhancing and supporting diversity on campus while having a strong passion for teaching, both in the classroom and laboratory, in a small college setting. We welcome all degrees associated with the biological sciences, with preference for those with expertise in anatomy, physiology, pathology, and/or histology. The Biology and Mathematics Department offers bachelor degrees in biology and mathematics, several unique minors, and a Master’s degree in anatomy. Members of the department also serve numerous health science degree programs in conjunction with the School of Health Professions. The candidate shall possess an aptitude for teaching to all levels of students with a priority to promote equity in education. POSITION EXPECTATIONS Applicants are expected to teach full-time courses required by a diverse student population and multiple degree programs. The successful candidate should be committed to the development and maintenance of scholarly activity, with the potential to involve undergraduate or graduate students in their work. The successful candidate will be an excellent communicator, student-centric and service-minded, with the ability to work collaboratively in teams, with a record of excellence and creativity in teaching. Regular activities include teaching and related course preparation, holding office hours, serving on departmental and college committees, and engagement in community service opportunities. MINIMUM QUALIFICATIONS A terminal degree (Ph.D.) in a discipline among the Biomedical Sciences is required. PREFERRED QUALIFICATIONS Preference will be given to those who have a past history of teaching courses relating to anatomy, physiology, pathology, and/or histology. We encourage applicants to have a strong teaching record, which includes teaching introductory courses and upper-level courses in their area of expertise. An ambition for an innovative pedagogical approach to student engagement and success is greatly desired. A passion for working with diverse populations and to remove the barriers to equity at the classroom level is highly encouraged. TO APPLY For full consideration, interested candidates should submit 1) a cover letter, 2) curriculum vitae, 3) a statement of teaching interests/experience and philosophy, 4) a brief statement of a scholarly activity plan, and 5) a list of 3-5 references that can be contacted if necessary. Applications should be submitted by January 30th, 2020 for the first round of consideration.   

JOB DESCRIPTION The Department of Biology and Mathematics in the School of Arts, Sciences, and Education (SASE) at D’Youville invites qualified applications for one full-time Assistant Professor of Biology position, clinical, beginning August 2020. We seek a candidate committed to enhancing and supporting diversity on campus while having a strong passion for teaching, both in the classroom and laboratory, in a small college setting. We welcome all degrees associated with the biological sciences, with preference for those with expertise in anatomy, physiology, pathology, and/or histology. The Biology and Mathematics Department offers bachelor degrees in biology and mathematics, several unique minors, and a Master’s degree in anatomy. Members of the department also serve numerous health science degree programs in conjunction with the School of Health Professions. The candidate shall possess an aptitude for teaching to all levels of students with a priority to promote equity in education. POSITION EXPECTATIONS Applicants are expected to teach full-time courses required by a diverse student population and multiple degree programs. The successful candidate should be committed to the development and maintenance of scholarly activity, with the potential to involve undergraduate or graduate students in their work. The successful candidate will be an excellent communicator, student-centric and service-minded, with the ability to work collaboratively in teams, with a record of excellence and creativity in teaching. Regular activities include teaching and related course preparation, holding office hours, serving on departmental and college committees, and engagement in community service opportunities. MINIMUM QUALIFICATIONS A masters (MS) in a discipline among the Biomedical Sciences is required. PREFERRED QUALIFICATIONS Preference will be given to those who have a past history of teaching courses relating to anatomy, physiology, pathology, and/or histology. We encourage applicants to have a strong teaching record, which includes teaching introductory courses and upper-level courses in their area of expertise. An ambition for an innovative pedagogical approach to student engagement and success is greatly desired. A passion for working with diverse populations and to remove the barriers to equity at the classroom level is highly encouraged. TO APPLY For full consideration, interested candidates should submit 1) a cover letter, 2) curriculum vitae, 3) a statement of teaching interests/experience and philosophy, 4) a brief statement of a scholarly activity plan, and 5) a list of 3-5 references that can be contacted if necessary. Applications should be submitted by January 30th, 2020 for the first round of consideration. Position will remain open until vacancy is filled.  

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 .

Located in the beautiful historic lakefront village of Cazenovia, a short drive from Syracuse, NY, the College invites qualified individuals to submit applications for a tenure-track appointment in the Criminal Justice and Homeland Security Studies Program beginning in the Fall 2020-2021 academic year. Our faculty are dedicated to teaching and fostering student growth and creativity through a supportive, personalized learning environment. The College is opening a new, state-of-the-art Crime Scene and Interview Lab in May 2020 which will enhance the experiences of students and faculty.   Responsibilities:  The primary focus of this position is teaching, and the successful candidate will (i) teach a broad portfolio of upper-level and lower-level courses, including, Criminology, Research Methods, Senior Capstone, Juvenile Delinquency, and Introduction to Criminal Justice Studies, and (ii) assist in the on-going assessment and refinement of the curriculum including the creation of new courses such as Race and Crime. Additional faculty responsibilities include student advisement, service to the college, and professional development.