Associate Director of Prior Learning Assessment

There is a community that exists inside our organization. Working as a team at Ashford University, we build partnerships while providing opportunities for students and employees to grow and become their best. We nurture our employees and strive to promote from within.

Ashford University’s vision is to provide high-quality, accessible and affordable degree programs that meet the diverse educational needs of individuals pursuing informed personal goals and success in their professions and communities.

Ashford University was founded on the principle that education improves lives. Ashford University employees witness such change every day. Ashford University is doing well by doing good, and we value the opportunity we've been given.

Position Summary:
The Associate Director of PLA position is a full-time employment opportunity. The Associate Director of PLA is responsible for the development, continuous improvement, and evaluation of the university’s prior learning assessment program. The Associate Director is also responsible for analyzing PLA data and providing reports as requested by Ashford University officials. The Associate Director will possess a thorough understanding of the theory and application of prior learning assessment, as well as remain knowledgeable about changes in the field of prior learning. The Associate Director of PLA reports to the Director of Program Review.

Essential Job Duties:
• Implement, evaluate, and continuously improve the University’s Prior Learning Assessment program
• Possess knowledge regarding transfer credit policies and procedures
• Develop relationships with Academics, Registrar, Student Services, and Channel Markets to promote and improve the Prior Learning Assessment program
• Evaluate corporate training programs
• Assist students throughout the submission process
• Provide reports on a regular basis, manage database, and make data driven decisions based on information
• Develop and deliver training for Faculty, Student Services, Registrar, and Channel Markets

Additional Job Duties (include but are not limited to):
• Supervise and support the Prior Learning Assessment Specialists
• Manage the online Prior Learning Assessment Center and Information Centers in Ashford’s Learning Management System (LMS)
• Develop and maintain standardized evaluation list
• Recruit, train, and assign faculty to evaluate prior learning assessment submissions
• Manage the electronic archiving of students’ work and related evaluations

Core Competencies:
• Commitment to Mission: Aligns with the Core Values of Integrity, Ethics, and Service through behaviors that demonstrate a positive commitment to the customer and the organization.
• Communication: Aligns with the Core Values of Service through oral and written communication skills and internal/external relationships.
• Service: Encompasses the company’s core values of service; including service to the organization, customer community.
• Personal Planning: Aligns with personal accountability and responsibility.

Leadership Competencies:
• Leading Change: This competency serves as the foundation of the Leadership competency model as it aligns the behaviors and characteristic of the individuals with the organization’s mission and core values. Inherent in this competency is the individual’s ability to balance change and continuity; to continually strive to improve organizational framework; to create a work environment that encourages innovation; and to maintain focus, intensity and persistence, even under adversity.
• Leading People: The second leadership competency involves the ability to maximize human capital by fostering an environment that encompasses the organization’s culture and execute the mission, goals and core values.
• Business Acumen: This competency involves the ability to understand and administer business information cross departmentally in a manner that inspires confidence, instills trust and accomplishes the organization’s goals.
• Building Communication: The fourth leadership competency encompasses written and verbal communications of facts and ideas as well as developing a professional network inside and outside the organization.
• Driving Results: The final competency stresses accountability and continuous improvement through decision making, execution and producing results.

Minimum Requirements:
• Experience with traditional and nontraditional learners
• Ability to work independently and within a team
• Ability to prioritize, schedule, and meet deadlines
• Ability to communicate effectively (oral and written)
• Maintain a professional and competent demeanor with faculty, staff, students, and community
• Ability to effectively lead and manage a team of people demonstrated by a minimum of 3-5 years management experience
• Ability to use critical thinking skills, logic and reasoning, and interpersonal skills to effectively work with a variety of constituents

Looking for additional insight on this specific role? Not sure if the job is for you, but know someone who sounds like a perfect fit? Email us at: TalentAcquisition@bpiedu.com and someone with the inside track would be more than happy to be a resource for you!
Preferred Qualifications:
• Experience with distance education experience preferred
• Administrative experience preferred
• Understanding of Learning Management Systems preferred

Education:
• Master’s degree required

Note: This opportunity of employment will require a completed pre-employment screening to be inclusive of, but not limited to: a criminal background investigation, a credit check investigation, verification of education credentials, verification of prior employment history and a professional reference check; with review prior to an offer of employment being extended.

Physical Requirements:
Physical Demands: While performing the duties of the job, the employee is regularly required to use hands and arms and talk or hear. The employee requires dexterity in using telephone, computer keyboard, mouse and calculator while seated at a desk. The employee is frequently required to stand, walk and sit. The employee may frequently move to interact with fellow employees and/or clients. Specific vision abilities required by this job include close vision, depth perception and ability to adjust focus.

Communication Skills: While performing Duties of the job, the employee is required to read and comprehend instructions, correspondence and memos. The employee requires the ability to write effective and detailed correspondence and to effectively present information both in one-on-one and small group situations.

Mental Demands: While performing duties of this job, the employee is required to deal with stress associated with a fast-paced work environment and multiple priorities/tasks. The employee will be required to make judgment decisions and adapt to changing work situations, grasp and apply new ideas, communicate with various personalities at all levels and have the ability to apply common sense understanding to carry out detailed instructions.

Work Environment: While performing duties of this job, the employee is required to work in an office environment, and the noise level is usually quiet to moderate.

COMPANY INFORMATION
Technology Changes Everything.
New inventions have already changed the way we look up facts, find our way around town, and communicate with each other. Now technology is changing education, too. Ashford University brings together a worldwide student body with the latest in learning technology as well as a traditional campus in Clinton, Iowa.
Because knowledge is everywhere, for everyone.

We offer our team competitive benefits (M/V/D/401k/ESPP) and salaries, a safe work environment, innovative training, accelerated career advancement, the ability to take classes and programs gratis, and a collegiate and collaborative environment to work and grow in. Ashford University understands that our success depending on the development of strong leadership within the organization.

To be considered an applicant, all interested and qualified parties MUST apply through the Ashford University online employment application system.

For additional information about our University, please visit www.ashford.edu.
Ashford University is an Affirmative Action employer that provides Equal Employment Opportunity to all employees and applicants, without regard to race, color, religion, sex, national origin, age, ancestry, sexual orientation, handicap or disability, or Vietnam-era or special veteran status. This policy is established and administered in accordance with all applicable federal and state laws.

Notice to Prospective Employees
As required by the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (the “Clery Act”), prospective employees are entitled to request and receive a copy of Ashford University Annual Campus Security Report. The Report can be accessed at 2011 AU Campus and Safety Report. The report includes certain campus safety policies and statistics on reportable crimes and incidents that occurred on campus, in certain off-campus buildings, and on public property immediately adjacent to campus or accessible from campus for three previous years. The policies include campus security policies, crime prevention, and alcohol and drug use, and sexual assault, among others. To obtain a paper copy of the report, please contact HumanResources@bpiedu.com.

Wait, there’s more… For more up-to-date news follow us on Twitter: @AshfordUCareers and @BPEdCareers

Director of Recruitment for Adult Learning

The Office of Student and Enrollment Services at Coker College invites applicants to apply for the position of Director of Recruitment for Adult Learning for Higher Achievement Program (ALPHA).
This position is responsible for all efforts related to the recruitment and enrollment of adult learners to the academic programs offered in the evenings at Coker College’s varied locations. The Director will be expected to implement best practices in recruitment and admissions efforts, with an eye to internal process improvement and creative system applications. This is a permanent, full-time, exempt position reporting to the Vice President of Student and Enrollment Services.

Essential Funcations and Basic Duties

1.  Assumes responsibility for developing, planning, implementing, and managing the recruitment process.

a.  Develop and implement a comprehensive recruitment plan for the ALPHA Program.
b.  Identify and cultivate new recruitment markets.
c.  Develop short-range and long-range enrollment projections to assist in institutional planning and budgeting. Adjust recruiting strategies and application procedures accordingly.
d.  Utilize effective technologies in the recruitment process (including the use of social media, recruitment, website, videos, and print publications.
e.  Utilize a CRM to track admissions data, enrollment goals, and communication with applicants (preferably Enrollment RX).
f.  Develop a communication flow based on the individual needs of adults learners.
g.  Facilitate and foster working relationships between two year institutions and the College as well as local business and industry.

2.  Effectively collaborate with departments on campus.

a.  Work closely and collaboratively with the Associate Dean for ALPHA, Financial Aid, Business Office, Registrar, and Learning and Support Services to facilitate customer service for working adults.
b.  Collaborate with academic departments, institutional research, and marketing and communications.

3.  Manage the day-to-day operations of the admissions office.

a.  Provide leadership, direction, motivation and supervision of direct reports.
b.  Oversee training and development for staff, including sales and marketing training.
c.  Ensure admissions and recruitment goals are achieved through strong leadership, coordination of staff efforts, and delivery of excellent customer service to all constituents.
d.  Make admissions decisions for all applications in consultation with the Vice President of Student and Enrollment Services.

4.  Maintain a recruitment territory

a.  Attend educational programs, events and fairs as necessary
b.  Maintain relationships with local two year institutions
c.  Utilize prospect management techniques to move inquiries down the funnel.

Bachelor’s degree from an accredited institution required. Master’s degree from an accredited institution preferred.

Five to seven years of experience working in Admissions with adult learners preferred.

The ideal candidate has strong leadership capability and has the ability to motivate and persuade others. The incumbent is well organized, works efficiently and has attention to detail. Excellent communications and public relations abilities are a must. Strong typing and computer application skills, ability to courteously assist and support others and the ability to operate mobile devices, telephone, PC, copier, and other basic business machines is required.

This is a 12-monthposition with competitive salary and benefits. Please send cover letter, resume and contact information for three professional references to resumes@coker.edu.

Coker College readies undergraduates for personal and professional success through a distinctive four-year program that emphasizes a practical application of the liberal arts as well as hands-on and discussion-based learning within and beyond the classroom. Coker is ranked among the “Best Colleges” in the South by U.S. News & World Report as well as The Princeton Review. Located in Hartsville, Coker is within two hours of the cultural, financial and recreational resources of Charlotte, Columbia, Charleston and Myrtle Beach.

Coker College, in compliance with all applicable state and federal laws, including Titles VI and VII of the CivilRights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, does not discriminate on the basis of race, color, ethnicity, national origin, religion, sex, sexual orientation, gender identity and expression, age, marital status, veterans or military status, or against individuals with disabilities, or other legally protected classifications in the areas of employment, admission, financial aid or access to educational or extracurricular programs, activities or facilities.

Dean, School of Continuing and Professional Studies

Loyola University Chicago, the nation's largest Jesuit, Catholic university, with an enrollment of over 16,000 undergraduate, graduate, and professional students, is seeking a dean to lead its School of Continuing and Professional Studies to higher visibility and distinction.

Under the leadership of its visionary president, Rev. Michael J. Garanzini, SJ,
Loyola University Chicago (LUC) today enjoys robust enrollments, an outstanding reputation for the quality of its teaching, an increasing level of excellence in its research, and recently surpassed a $500 million comprehensive campaign goal. Its strategic plan calls for targeted growth of programs and enrollment, including those that will serve the adult degree-completion market. The new leader of the School will have the opportunity to expand enrollments from 300 to 2,000 adult students through new programs and distributive learning options.

The School of Continuing and Professional Studies is one of 10 schools at the university and offers programs at its three campuses in Chicago, and at an academic center in Vernon Hills, IL. Serving a population of adult students who are seeking to complete baccalaureate degrees or certificate programs, the School is poised to expand rapidly to meet the growing demand. With a goal to become the premier institution for adults who desire a college degree that emphasizes the development of knowledge and skills for today’s professional careers, Loyola delivers on this goal with an education that is infused with Jesuit values.

The School offers three core programs: B.A. in Applied Studies, B.A. in Management, and B.A. in Criminal Justice, as well as a post-baccalaureate certificate in Paralegal Studies. The next dean of this school will be expected to develop five additional degree options in the next three years. Each of the degrees will be offered in flexible scheduling formats at its campuses and will provide options for on-line courses. Additional goals include launching a fully-on-line degree and developing degree programs that will achieve robust enrollments at satellite locations in the Chicago metropolitan area. The School offers academic credit through prior learning assessment for students who have developed learning outside of the traditional college environment.

The dean of SCPS is the chief operating officer of the unit, sits on the Council of Deans, and reports to the Provost. The dean is responsible for working collaboratively and effectively with school deans, department chairs, faculty and administrators to assess and to make available courses and programs for non-traditional adult degree completion learners. The dean is also responsible for coordinating and aligning the educational offerings of SCPS with the University’s strategic goals and the strategic plans of other schools within the University.

Qualifications: The deanship requires a visionary, entrepreneurial, and collaborative leader of people and programs with outstanding communication and interpersonal skills. A proven track record of success in leading academic programs for adult students in a competitive market is a requirement and familiarity with the Chicago regional market is desirable. Sensitivity and commitment to diversity and equal opportunity in working with internal and external stakeholders—including students, faculty, staff and the community—is assumed. An advanced degree is required, and an earned doctorate or appropriate terminal degree is highly preferred, as is a record of teaching and scholarship sufficient for an appointment to the faculty at the rank of professor or associate professor. Absolutely required are the personal qualities and professional competence necessary for effective internal and external advocacy, including a strong resonance with the Jesuit, Catholic dimension of the institution.

The position is available January 1, 2013. Confidential review of applications will begin immediately and continue until the position is filled. Nominations, expressions of interest, and applications (including a personal statement of vision for this position, a curriculum vitae, and names, positions and contact information of 5 references) should be submitted via email to: Dean-scps@luc.edu.

Material that must be mailed may be sent to:
Dean, SCPS Search
Office of the Provost
Loyola University Chicago
Lewis Towers Suite 500
820 N. Michigan Avenue
Chicago, IL 60611
312-915-7585

Loyola University is an Equal Opportunity/Affirmative Action employer with a strong commitment to hiring for our mission and promoting diversity. As a Jesuit Catholic institution of higher education, we seek candidates who will contribute to our strategic plan to deliver a transformative education in the Jesuit tradition. Candidates are encouraged to consult our website to gain a clearer understanding of Loyola’s mission at (see: http://www.luc.edu/mission)and our focus on transformative education at http://www.luc.edu/transformativeed/. Applications from women and minority candidates are especially encouraged.

Position: Student Success Coach (Science)

POSITION SUMMARY:
The Student Success Coach (Science) is a part-time federally funded grant position. This individual will work with the Chicago Teacher Pipeline Partnership (CTPP) teacher candidates to ensure student success. Additionally, this individual will be responsible for developing a comprehensive academic support program for students in the Chicago Teacher Pipeline Partnership (CTPP) program as they take general education and concentration science courses. Will be responsible for working with students at the freshman through upper class level, working closely with faculty ensuring that tutoring plans meet class goals.

RESPONSIBILITIES:
Specific responsibilities will include: Provide or arrange science tutoring for individual students and groups of students and academic coaching for students; Work with faculty to develop science support for all science courses as part of the CTPP program; Meet individually with cohort candidates to discuss academic progress; Establish a communication system with faculty to monitor student progress and detect needs for intervention; Assist the Undergraduate Initiatives staff in program planning and implementation.

MINIMUM REQUIREMENTS:
Bachelor degree in Science required. Master’s degree preferred. Minimum 2 years experience working with traditional and non-traditional students from culturally diverse backgrounds in tutoring and/or classroom teaching. Experience and understanding of on-line portals for coursework and portfolios is a plus. Excellent verbal and written communication skills. Ability to speak Spanish strongly preferred. This is a part-time 20-hour week position.

Please send your cover letter and resume to resumes@nl.edu with Job ID “CHSSC” in the subject line. No phone calls please. You will be contacted if additional information is required or an interview is requested.

Director, Center for Alternative Studies and Educational Testing

Primary Duties and Responsibilities:
The Director provides vision and leadership for the Center and performs supervisory and administrative functions, overseeing the promotion and development of alternative methods for documenting learning, educational testing, advising and educational planning. In consultation with the Dean for Academic Assessment and Curriculum, the Director is charged with ongoing exploration of the role and perspective of the Center for the purpose of remaining current and adapting its services to meet the needs of the college and the community. The Director is responsible for fiscal administration; organizational planning; and the development, implementation, supervision and evaluation of activities associated with the Center to ensure that all students and faculty receive high quality services.

Responsibilities include but are not limited to:

1. Supervise the development and implementation of goals and objectives for the comprehensive services of the Center for Alternative Studies and Educational Testing (CAS&ET) and provide ongoing modification plans as part of the institutional strategic planning process.
2. Direct and supervise the standards, policies and activities of Center staff in the planning, delivery and evaluation of alternative studies programs, including but not limited to credit for prior learning, alternative credentialing, portfolio and evaluation credit policies.
3. Direct and supervise the standards, policies and activities of Center staff in the planning, delivery and evaluation of unified NSCC College testing services, including but not limited to pre-college computerized assessments, standardized test administration, Challenge and Departmental Exams, and faculty testing.
4. Serve as Chief Examiner/Supervisor for national testing programs: GED, Accuplacer, TEAS, CLEP, DANTES.
5. Direct and supervise the standards, policies and activities of Center staff in the planning, delivery and evaluation of advising services with a focus on, but not limited to preadmissions counseling, alternative studies advising, pre- and post-testing advising.
6. Collaborate with faculty and staff in the Student Support and Advising Centers and Enrollment Centers to foster coordination and seamless outreach, recruitment and retention services for students.
7. Oversee all aspects of Center facilities and personnel, including the hiring, supervision, evaluation and professional development of Center staff.
8. Serve as institutional representative to external educational associations and community agencies in relation to CAS&ET functions.
9. Confer and deliberate with area high school and community agency representatives to develop strategies for successful transition-to-college in relation to CAS&ET functions.
10. Collaborate with division deans, department chairs, and program coordinators to plan and provide alternative learning opportunities and testing options for students that maintain the academic integrity of the College, are responsive to the needs of the community and demonstrate leadership in the field.
11. Collaborate with the Dean for Academic Assessment and Curriculum, division deans, and staff of Corporate and Community Education to develop and implement policies that expand noncredit-to-credit articulations.
12. Maintain open and ongoing communication to enhance and promote relationships among Center staff, college faculty, staff, students and agents of affiliated departments and agencies.
13. Develop, manage, and monitor Center budgets and reports.
14. Oversee the development maintenance of the Center’s web page in collaborating with the Coordinators of Testing and Alternative Studies.
15. In conjunction with the Center’s Testing and Alternative Studies Coordinators, evaluate testing programs and alternative program options to identify long-term goals of expansion and provide greater responsiveness to student and faculty need.
16. Establish, maintain and manage contracts with regulatory agencies.
17. Supervise the research, review, development and implementation of policies and procedures pertaining to proficiency assessment, test administration and alternative programs.
18. Serve as liaison to Marketing and other departments as appropriate in the development of departmental publications and brochures.
19. Serve as liaison to the Grants Office in developing, planning, and implementing grant activities that include CAS&ET functions.
20. Other duties as assigned.

Education and Experience:

1. Master’s degree in Education Administration and Planning, Curriculum Development, Educational Psychology, or related area required.
2. A minimum of five years of progressively responsible work experience within alternative educational programs and/or educational testing which includes at least three years of supervisory experience managing performance evaluations and complex budgets.
3. Working knowledge of regulatory issues pertaining to testing; practical understanding of testing agency requirements and dedication to test security, preferred.
4. Experience in a community college environment preferred.

Skills and competencies:

• Demonstrated ability to lead, to build teams, to expand perspectives and forge consensus in a collaborative, education environment.
• Demonstrated ability to work independently with the willingness and ability to initiate planning processes and activities plus taking the appropriate steps to follow an activity through to completion.
• Demonstrated organizational and record-keeping skills with an ability to manage diverse responsibilities with diplomacy and good judgment.
• Demonstrated commitment and sensitivity to the importance of diversity and inclusion. Ability to work effectively with non-traditional student populations, ethnic, cultural, disadvantaged and socially diverse populations.
• Demonstrated mastery of technological support functions for academic testing and alternative studies opportunities, including Banner.
• Demonstrated effective interpersonal skills.
• Ability to work flexible day, evening and weekend hours in response to program needs.

Salary Range:
Anticipated starting salary is $70,000 to $75,000 per year, commensurate with education and experience.

Starting Date: ASAP

Apply at: http://nscc.interviewexchange.com/jobofferdetails.jsp?JOBID=37482

Please submit cover letter and resume.
Resume review will begin immediately and continue until the position is filled.
Applicants selected for an interview will need to provide names of at least three references.

Assistant/ Associate Professor, Adult Learning & Development

Lesley University’s Graduate School of Education seeks an Assistant or Associate Professor of Adult Learning and Development beginning January 2012. This faculty position will teach in the PhD Program in Educational Studies: Adult Learning & Development Specialization.
This is a 12-month, full-time faculty appointment (9 units per year).

Essential Functions:
• Teach required courses, seminars, and workshops to students in the PhD Program in Educational Studies: Adult Learning & Development Specialization as well as teach related courses in other doctoral programs, as needed;
• Serve as a senior advisor to doctoral students;
• Chair doctoral student dissertation committees;
• Collaborate with program faculty on program and curriculum development and revision;
• Maintain a record of scholarship in Adult Learning & Development;
• Contribute to the division at scheduled program meetings;
• Represent the program at School and University committees; and
• Represent the PhD program at professional meetings and conferences.

Requirements:
• Earned doctorate in Adult Learning & Development or related field from an accredited institution;
• A record of at least three years of successful teaching at the graduate and doctoral level, including experience teaching, advising and supervising doctoral students;
• Demonstrated knowledge and expertise in the foundations of adult education, adult learning and development theory, adult teaching methods, and qualitative, quantitative or mixed-methods research;
• Experience preferred in teaching mid-career doctoral students in an accelerated program combining competency-based curriculum design and instruction with low-residency, face-to-face, and online delivery;
• Experience in collaborative teaching and curriculum development for graduate or doctoral students;
• Commitment to interdisciplinary and socio-cultural perspectives in teaching and research;
• Requisite scholarly record to warrant appointment at the assistant or associate professor rank;
• An active research agenda.
• Knowledge and expertise in one or more of these additional areas: Adult Learning & Development Theory and Research, Program Development, Qualitative, Quantitative or Mixed-Methods Research

Additional Information:
Salary: Commensurate with experience and qualifications.
Starting Date: January 1, 2012
Lesley University is an Affirmative Action/Equal Opportunity Employer, and we are committed to increasing the diversity of the college community and the curriculum. Candidates who believe they can contribute to that goal are encouraged to apply.

BACKGROUND CHECKS ARE REQUIRED FOR ALL POSITIONS.

Application Instructions:
Please submit a cover letter, CV, and a list of at least three references with name, title, address, email address, and telephone numbers. Review of resumes will begin immediately and continue until the position is filled.

Application Deadline: Applications will continue to be accepted until the position is filled.

Apply Online: http://lesley.interviewexchange.com/jobofferdetails.jsp?JOBID=28711

Director of Center for Community-Based Learning

Medaille College is seeking a Director for its new Center for Community-Based Learning. The Director will serve as a liaison among faculty, students, staff, and community agencies to promote and facilitate various forms of experiential, community-based learning. The successful candidate will be responsible for assisting faculty with incorporating community-based learning into new and existing courses; building, maintaining, and sustaining relationships with community partners; and coordinating logistical needs of community-based learning. Other duties will include assisting with assessment and maintaining an archive of initiatives and projects.

The candidate must have a Master’s degree or higher and understanding of theories and best practices of experiential, community-based learning. The candidate also must have a minimum of 3 years experience in directing either community-based learning in a college/university setting or leading a community organization or agency, as well as experience with assessment and planning. Excellent communication skills, both written and oral, strong interpersonal skills, and a commitment to working with diverse constituencies are essential to the position.

Medaille is a growing, private, four-year, liberal arts-based college in Buffalo, New York, serving the educational needs of traditional and non-traditional students in Western New York and Southern Ontario through a variety of undergraduate and graduate programs (www.medaille.edu).

Please submit resume with cover letter and three contact references to: Barbara Bilotta, Director of Human Resources, Medaille College, 18 Agassiz Circle, Buffalo, NY 14214. Review of applications will continue until position is filled. No phone calls please.

Assessment Strategist for Open Courseware and Competency-Based Education

The Assessment Strategist will be responsible for exploring opportunities for developing assessments and granting credit in the emerging area of open educational resources, open courseware, and MOOCs.

Examples of Work:

Working with the staff of the Center for the Assessment of Learning and the Division of Academic Affairs, the successful candidate will:

1. Assess the state of available Open Courseware (OCW) and other materials:
- Identify all the sources of OCW, creating a database or other repository for organizing the information, including the location and accessibility of the resources.
- Evaluate options for demonstrating proficiency or mastery, including Modules, Badges, and certifications. Review what currently is available, organize the material into categories of course competencies, and make sure the material addresses and/or maps to the College's learning outcomes.
- Work with instructional designers, subject-matter experts, or equivalent to identify pilot collections of materials in several subject areas (8-12 subject areas in first year).
- Consider how OCW materials map to the College's programs, and assess whether current degree programs accommodate these materials.

2. Developing Assessment Strategy:
- With the Staff of the Center for the Assessment of Learning, explore the options for employing open educational resources in the assessment of broader competencies, and determine a strategy for assessment.
- Develop course equivalency descriptions and assessment specifications for each course equivalent and subject area.
- Help manage the implementation strategy for the creation of new assessments, working in coordination with the Assessment Development team and external subject matter experts to produce assessments that support competency-based curriculum.

3. Identifying options for Electronic Portfolio:
- Determine most effective product for students and the College's needs: a repository and organizer of credits, badges, competencies.
- Need to research the market, choose and configure product for Thomas Edison State College use.

Knowledge Skills & Abilities:

Qualified candidates must possess the following:

- An understanding of higher education, including understanding of academic standards, curriculum design, assessment, and online education.
- Knowledge of adult learning and the unique approach to serving adult learners of Thomas Edison State College, including prior learning assessment.
- A thorough understanding of open educational resources and the opportunities for higher education afforded by these resources, including MOOCs, badges, and other online resources.
- A good general understanding of how the Internet and other technological innovations can be harnessed to the goals of higher education.
- Ability to work independently and as part of a team when appropriate.
- Effective communication skills, including face-to-face, written, and multimodal.
- Familiarity with Microsoft Office, including database and spreadsheet creation and maintenance.

For complete details about this position, please visit the website at careers.tesc.edu/applicants/Central?quickFind=50700.

Executive Director
One of Canada’s leading learning recognition organizations is seeking a new leader. The Prior Learning Centre (PLC), established in 1996, and whose current primary client is the Province of Nova Scotia, is a nationally-recognized centre of excellence in providing Prior Learning Assessment and Recognition (PLAR) services. The work of the Centre is widely acknowledged as an example of successful social innovation, both within Nova Scotia and beyond. As a collaborative, community based, non-profit organization located in Halifax, the Centre has provided leadership in the development of the Nova Scotia Recognition of Prior Learning (RPL) Policy Framework, and authored the Action Plan for PLAR in Canada.

The PLC provides services in research and development, skill and competency assessment, PLAR practitioner certification and training, and the design of customized PLAR processes for workplaces and community-based organizations, as well as assistance to individuals looking to make a PLAR challenge to an academic institution or regulatory body. The Centre has become known not only for its role as a thought leader and trusted advisor in the RPL realm, but as a deliverer of programs that make a difference to the quality of life for individuals at home, in the workplace and in the community.

We are recruiting a full time Executive Director based in Halifax. Reporting to an independent board, the successful candidate will lead a team of professionals and work with a range of clients dedicated to promoting and enhancing the connections between lifelong and life-wide learning and labour force development.

What’s involved?
The successful candidate is responsible for the overall management and strategic leadership of the Centre. While playing the primary role in business development and financial management, the successful candidate will also generate and provide leadership to new projects. Responsibilities include but are not limited to:
- Implementing the Strategic Plan, as well as HR and business plans
- Building partnerships and generating revenue through contracts
- Budgeting and oversight of all PLC operations;
- Managing and building our human resources
- Ensuring the PLC delivers a high standard of service and a respected brand based on our core values

What’s required?
- A strong client services orientation
- Demonstrated experience in financial management and operations
- A collaborative approach and the ability to develop and lead a strong team
- Proven capacity in business development- to identify and secure PLAR contracts and support a sustainable business model
- A strong orientation toward strategic thinking and innovation (across systems and sectors)
- Superior oral and written communication and negotiation skills
- A strong outreach capacity – to provide a voice across sectors and communities, provincially and nationally, conveying what RPL is and what the Centre can do
- Demonstrated leadership in the field of RPL and the capacity to integrate these principles into labor force development

What’s the opportunity?
- To use your skills and experience to positively impact the competitiveness of Nova Scotia’s workforce through Prior Learning principles and practices;
- To take a financially and strategically sound organization to the next level of development with a dedicated group of professional staff and associates,
- To be supported by a board and co-workers who share your values and
- To be compensated fairly as appropriate to your experience and responsibilities.

Contact
If you have a passion to lead PLC into the next phase of growth and sustainability and build on its reputation as industry leader, apply to:
The Selection Committee of the Board of Directors,
C/o The Prior Learning Centre,
First Floor, 1697 Brunswick St.,
Halifax, Nova Scotia,
Canada, B3J 2G3
902 454-2809
Or email Nancy Anningson: Nancy@priorlearning.ca
Website: www.priorlearning.ca
Application Deadline
October 26th 2012

President
The Empire State College Council and the State University of New York (SUNY) invite applications for the position of President of Empire State College. The College seeks a uniquely qualified individual who will build upon its more than 40-year tradition of innovative education for adult learners and lead new initiatives to broaden the influence of the College and its distinctive model of education that includes individualized study and student-centered degree programs, assessment of prior learning, and independent study options delivered at community-based learning centers and through online models. The College also will be directly engaged in the development and implementation of OpenSUNY, a SUNY system-wide initiative to encourage degree completion, teaching and learning innovations, and responsiveness to workforce needs.

Empire State College is the fourth largest of New York’s state-operated institutions. It offers associate, bachelor’s, and master’s degrees and certificates, and currently serves an average of 20,000 students annually – the largest enrollment in the 13 SUNY arts and sciences colleges. The College has consistently ranked first in student satisfaction in recent SUNY surveys. With accreditation by the Middle States Commission on Higher Education, a budget of approximately $100 million, a statewide presence with attendant property assets, rapidly expanding online programs and an academic culture dedicated to adult learners, Empire State College is unique in the SUNY system. The College is organized into seven regional learning centers providing 35 locations for mentoring and learning throughout the state. Saratoga Springs houses the College’s administrative offices along with the School for Graduate Studies, the Center for International Programs, and the Center for Distance Learning, which serves students throughout New York and the United States, and around the globe. Because the College has a history of strategic planning infused throughout the institution, the new president will
lead a forward-looking staff and faculty. For more information about the College, please see www.esc.edu.

Qualifications: The next president will be a visionary and a skilled and collegial administrator committed to academic excellence, innovation, community engagement, and partnership development across the state of New York, nationally, and internationally - a president who is excited about leading an internationally recognized non-traditional institution that is ready for continued growth. The ideal candidate will be an effective communicator with the regional learning locations, SUNY system administration, state and federal legislators, and community and workforce leaders. He or she will be energetic, imaginative and provide thoughtful and effective leadership in an institution committed to shared governance and transparency. A doctoral or terminal degree is strongly preferred.

Location: Saratoga Springs is a small city with a vibrant atmosphere, a colorful history, a thriving downtown, a major performing arts center and a world-famous race course. The Saratoga and Adirondacks regions host an array of lakes and forests, parks, festivals, historic sites, and museums. Albany, the state capital and the location of the SUNY system administration, is less than a 45-minute drive south, as is access to an international airport and the Amtrak rail system. New York City, Boston, and Montreal are all within a 3.5-hour drive.

Application: Interested candidates should submit a cover letter and resume only to RPA Inc. at empirepres@rpainc.org. For a confidential discussion or to make a nomination, please call Kate Nolde, Associate Vice President, or Dr. Jim Heffernan, Senior Consultant, at 800-992-9277. The first review of candidates will begin on December 13, 2012. Applications will be accepted until the position is filled. Empire State College supports all efforts to enrich its community through a steadfast commitment to excellence through
diversity. Empire State College is an AA/EEO/IRCA/ADA employer.

Degree Completion Advisor
Academic Advising Center

Position Description
The Degree Completion Advisor works independently with students in developing relevant, meaningful, and timely educational plans. This full-time, 12-month exempt position provides many opportunities for innovative and creative actions based on great judgment and skill. The Degree Completion Advisor is an advocate for students on their academic issues and authorizes petitions for review by the appropriate supervisor. The Degree Completion Advisor has an important role to fulfill in UAF's retention and graduation efforts by providing intensive comprehensive academic advising for students who have stalled with their degree completion, who may be at-risk for stopping out, and who have experienced academic difficulty. The Degree Completion Advisor aids and assists students by acting as an information specialist for students who have acquired more than 100 credits and prior learning assessment programs such as credit for prior learning.

Duties
Essential Duties
- Academic Advising
- Retention & Degree Completion
- Expert Guide
- Program Planning & Development
Major/Career & Basic Skills Assessment
Outreach & Engagement

Required Qualifications
-Bachelor's degree in a relevant field.
-Three years academic advising or related experience.
-Knowledge of NACADA (National Academic Advising Association) Core Values and CAEL (Council for Adult & -Experiential Learning) standards of assessing learning.
-Exceptional oral, written and interpersonal communication skills, including public speaking.
-Strong computer-based skills associated with MS Word, Excel, Access, PowerPoint, Internet browser, and social networking programs.
-Sufficient background and ability to become Certified Practitioner of Strong Interest Inventory and -certified Prior Learning Assessment practitioner within one year of hire.

Preferred Qualifications
-Master's degree.
-Knowledge of BANNER, QMenu, QAdHoc, TOAD, OnBase or other similar academic database, query, and digital scanning programs.
-Assessment certification in Strong Interest Inventory as Certified Practitioner.
-Membership in National Academic Advising Association and other advising-related organizations is desired.
-Certification in CAEL Prior Learning Assessment and membership in prior learning assessment organizations.

Application Process
See www.uakjobs.com, posting number 0064436 for a full description and to apply online. UAF is an AA/EEO employer and educational institution.

Institutional Information
Here at the University of Alaska Fairbanks, as wisdom passes from one generation to the next, revolutionary ideas are thriving and a new academic culture is taking shape.
UAF is a hotbed of diversity and fresh thinking. And, because our backyard is the vast environmental laboratory of Alaska, UAF attracts exceptional employees? academic superstars and adventure-seekers alike.
With seven campuses across the state, we are home to more than 11,000 students from all over the world each in pursuit of something extraordinary. Come join us in Fairbanks, Alaska where knowledge is indeed power, and where a natural curiosity about the world around you will always be your best GPS.

Additional Information
The final candidate must successfully complete a criminal background check prior to being hired.

Contact Information
See www.uakjobs.com, posting number 0064436 for contact information.

Vice Provost and Dean of the Graduate School
Office of the Provost
Exempt, Regular, Full-Time

University of Maryland University College (UMUC) invites applications for the position of Vice Provost and Dean of the Graduate School. Reporting to the Provost and Chief Academic Officer, the Vice Provost and Dean will have a unique opportunity to join UMUC as part of its leadership forging an exciting future vision for the institution in line with its mission.

UMUC is one of eleven degree-granting institutions of the University System of Maryland, and has held continuous accreditation from the Middle States Commission on Higher Education since 1947. The unique mission of UMUC is to offer high-quality academic programs to adult students in Maryland, the nation, and the world. By offering academic programs that are respected, affordable and accessible technologically and through a variety of face-to-face and hybrid formats, UMUC broadens the range of career opportunities available to students, improves their lives, and maximizes their economic and intellectual contributions to society.

Specifically, the Vice Provost and Dean will:

• Lead and manage a highly successful graduate school.
• Drive the strategic direction of the Graduate School in its traditional core areas and in innovative new directions.
• Establish UMUC as the leading graduate school in the nation for the students we serve.
• Establish new models of graduate education to serve current and future students, always combining quality in terms of learning outcomes with accessibility and affordability.
• Work collaboratively as a member of the Provost’s leadership team to work toward achieving a new Academic Vision for UMUC.
• Work collaboratively with colleagues in Enrollment Management, Corporate Partnerships, Academic Services, Human Resources, and Legal Affairs on issues critical to the growth and well-being of the Graduate School.
• Other job-related duties as assigned.

Required education and experience: An earned doctorate or other terminal degree from a regionally accredited institution and at least ten (10) years of experience in higher education administration, with evidence of progressive increases in levels of responsibility. Preferred experience: Demonstrated experience in promoting and scaling graduate programs for adult learners; broad understanding and familiarity with future graduate education needs and the organizations that can help us with environmental scanning; demonstrated ability to engage institutional stakeholders in fostering and supporting new program development; deep understanding of the societal, economic and cultural issues affecting /influencing higher education at this time; deep knowledge of embedding student learning outcomes within the curriculum and tying student success initiatives to the curriculum; knowledge of contemporary learning science and educational research, either through education or professional experience; knowledge of recent work in learner analytics research and application; and the ability to establish and maintain a productive network of relationships with potential partners in higher education, industry, government, the military and the non-profit sector.

POSITION AVAILABLE IMMEDIATELY&CLOSES THURSDAY, NOVEMBER 15, 2012
SALARY COMMENSURATE WITH EXPERIENCE

For the full description of this position and complete instructions for applying, please visit www.umuc.edu/employment.  Please direct any questions about applying to monica.watts@umuc.edu. All submissions should include a cover letter and résumé. UMUC offers an excellent benefits package to include up to 8 credits of tuition remission per semester, a minimum of 25 days of leave, and a range of insurance options. For benefits information, please visit http://www.umuc.edu/visitors/careers/benefits.cfm

UMUC – an Equal Opportunity Employer. The University distributes an annual information report
which includes campus security information that is available to prospective employees.

Associate Provost for the Center for Innovation in Learning
Job Requisition # 4282
Regular, Exempt, Full-time

Reporting directly to the UMUC Acting Provost, the Associate Provost for the Center for the Innovation in Learning will foster and support innovation in learning models that can be assessed for effectiveness and implemented by the UMUC undergraduate and graduate schools in a timely and cost effective manner.

Specific responsibilities include:

• Drive the strategic direction of learning at UMUC through a data-based, constant experimentation and evaluation model
• Establish UMUC as the leader in adult learning through publication and dissemination of this work
• Establish an applied think tank with UMUC at the core, drawing creative, visionary thinkers to address future trends in higher learning
• Access foundation grants to augment the work of the Center
• Serve as a national "demonstration" model for high quality, scalable learning solutions for adults
• Increase the number of white papers, peer-reviewed/invited articles and conference presentations for UMUC produces in this area
• Provide an intellectually engaging workplace for academic programs leads, who will engage in continuous learning and program updates
• Other job-related duties as assigned

Qualifications:

• PhD, EdD. or equivalent
• At least seven (7) years (aggregate) experience in a position, either in academia or in a corporate setting (e.g. Chief Learning Officer) promoting and scaling educational innovation, including but not limited to online education, adaptive learning, mastery-based models, competency-based learning, outcomes-based learning, digital course content and models, personalized pathways to student acheivement, immersive learning environments;
• Experience with action-based research and evaluation; rapid prototyping and piloting of new educational models;
• Connections to leading educational innovators including professional assocations, Universities, research organizations, and companies;
• Demonstrated ability to engage in instuttional stakeholders in fostering and supporting educational innovation in support of learning outcomes and student success;
• Deep understanding of the societal, economic and cultural issues affecting/influencing higher education at this time;
• Knowledge of contemporary learning science and educational research in either through education or professional experience
• Knowledge of recent work in learner analytics research and application
• Successful foundation grant procurement and implementation

Leadership Competencies:

• Ability to leader an integrated interdisciplinary team
• Excellent communication and presentation skills - the ability to make the complex simple and to communicate effectively with academic, technical, and administrative audiences
• Collaborator and consensus builder
• Personal initiative - sets high standards for self and team; motivates the team to new levels of achievement
• Creative and innovative
• Drives projects to completion
• Vision - Takes a long-term view and initiates organizational change for the future; builds the vision with others; spots opportunities to move the organization toward the vision.

Contact: Donna.Satterthwaite@umuc.edu, Office of Human Resources