Find a rewarding career helping people get the education they need to be successful. Here you will find job postings for positions at the Council for Adult and Experiential Learning (CAEL) and other organizations that care about adult learners.

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CAEL Opportunities

Student Support Manager,


CAEL’s provides prior learning assessment (PLA) services to individuals (students and prospective students) and organizations serving current and prospective adult learners.

LearningCounts is a fast-paced, customer service environment that requires a great deal of interaction with people. The Student Support Manager is responsible for enrollments and ongoing support of all LearningCounts students.

Primary Duties and Responsibilities:
• Coordinate and maintain student records; including processing of enrollments and withdrawals as requested by students/Featured Networks.
• Advise at-risk students to ensure participation in online course and follow-up with students to ensure that they meet course requirements within the appropriate timeframe.
• Create enrollment and student status reports as requested.
• Serve as liaison to Featured Network Institutions and act as conduit between students, LC Administration and Faculty, and Featured Network contacts. Facilitate communication between groups as needed.
• Act as Tier 1 Helpdesk Support to students experiencing technical issues.
• Prepare monthly/quarterly invoices to strategic partners.
• Adhere to all LearningCounts policies and procedures while exhibiting a high-degree of integrity and ethical standards.
• All other duties and projects as assigned.
Education and Experience:
• Bachelor’s Degree required, Master’s Degree preferred.
• At least 4 years of experience in higher education advising or enrollment management at an institution that serves adult learners.

Skills and Competencies:
• Excellent communication skills; both oral and written. Must be able to present facts and recommendations effectively in a clear and concise manner, using proper grammar and syntax.
• Strong project management and time management skills; must be well-organized and able to manage multiple tasks with varied complexity.
• Must be able to demonstrate a strong attention to detail.
• Ability to think strategically, problem solve, and make decisions regarding next steps/solutions.
• High degree of proficiency in Microsoft Outlook, Word and Excel.
• Must possess basic business financial acumen.
• Ability to work both autonomously and collaboratively.
• Must exhibit a high degree of professionalism and be able to interact with senior-level administrators as needed.

Working Conditions/Physical Demands:
• Must be able to work a flexible schedule; including nights and weekends (which may include
working more than 40 hours per week to meet the needs of students.)
• Typical office environment:
o Keyboarding required; using hands to finger, handle, or feel
o Specific vision abilities required by this job include close vision and ability to focus
o May sit 2-4 hours at a time with occasional movement throughout the facility
o Extensive use of the telephone
• No lifting over 20 lbs. Minimal reaching, bending, and stooping.

Interested candidates should email a cover letter and resume to by Tuesday, April 15th. Please indicate Student Support Manager in the subject line.

Government Affairs Coordinator

The Government Affairs Coordinator is responsible for sourcing and communicating data related to government benefit programs available to displaced workers. This will require both local and national scope with the ability to distill the resulting knowledge into easy to understand instructions for affected workers and their advisors.

Primary Duties and Responsibilities:

• Identify government benefits available to displaced workers including unemployment, job training, healthcare, food assistance, etc.
• Maintain a database of the benefits by location
• Develop a format to share information through the CAEL advisor network to workers
• Develop relationships with sources at agencies providing assistance
• Research other programs that may be of assistance at locations with large populations of affected workers (e.g., college tuition discounts or fee abatement; assistance with energy bills or housing) through self-directed research
• Continually identify new program elements, including online resources
• Interact with advisors corporate contacts, as appropriate
• Provide assistance on other workforce related projects as needed

Education and Experience:

• Bachelor’s degree required. Education is considered to include both the formal/traditional as well as learning from life and work experience.
• Four or more years of relevant work-related experience in a business environment required.

Skills and Knowledge:

• Basic working knowledge of workforce, employment, and unemployment benefits
• Resourcefulness and problem-solving ability
• Ability to penetrate bureaucracy
• Strong written and verbal communications skills; ability to present facts and recommendations effectively in oral and written form
• Familiarity with technology
• Proficient in MS Word, Excel, and Outlook

CAEL is an Equal Opportunity Employer, M/F/H/V.

All interested candidates, please send a cover letter and resume to with the position indicated in the subject line.
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CAEL Remote Opportunities

Consultants: Prior Learning Assessment and Competency Based Assessment

The Council for Adult and Experiential Learning (CAEL) is seeking to expand its pool of qualified consultants to work on behalf of CAEL to support colleges and college consortia as they develop, refine, and implement Prior Learning Assessment (PLA) and Competency-Based Assessment (CBA) programs and policies. CAEL is working with colleges to identify their PLA/CBA objectives and needs, and consultants with appropriate expertise will be invited by CAEL to work directly with CAEL and the colleges to address those needs. The purpose of this notice is to identify individuals to perform consulting and training on behalf of CAEL and in accordance with CAEL’s standards. CAEL will engage eligible consultants as needed, based on their specific skills and expertise, as well as availability. Inclusion in the pool does not guarantee employment as a CAEL consultant.


CAEL will accept qualifications on an ongoing basis. Consultants are encouraged to submit qualifications prior to August 15, 2013. Qualifications are to be submitted to Joel Simon at


CAEL hosted a webinar for prospective consultants on August 1, 2013, a recording of the webinar can be viewed here.

Consultants whose qualifications are appropriate for work with CAEL and partner colleges may be required to participate in a training exercise prior to delivering any consulting services on behalf of CAEL

About CAEL
For nearly 40 years, CAEL, a non-profit organization, has been dedicated to removing barriers to lifelong learning, and putting meaningful learning, credentials and work within reach of every adult. CAEL is the nation’s recognized leader in PLA policy and practice and is among the leading organizations with expertise in Competency-Based Assessment. CAEL works with colleges and universities, employers, labor organizations, foundations, and the public sector to create and implement programs that support lifelong learning and educational attainment. We also work with communities experiencing economic change and provide research, consulting, and technical assistance to the learning provider community (colleges, job training programs, career awareness efforts etc.) to develop skills among the local population to enable business attraction, retention, and success.

About the Consulting Work

As the nation goes through economic changes, communities and institutions must provide skills development and learning opportunities in order to meet the demands of the 21st century. To satisfy current and emerging skills needs, employers will not be able to rely solely upon the pipeline of young people entering education and employment. Employers and educational institutions must also engage adults who already have skills and work experience, but who may not have the necessary credentials and/or complete range of requisite knowledge and skills.

It is our challenge to help adults make a smooth transition, applying their prior learning wherever possible to improve engagement, retention, and success in higher education, and success in maintaining their employability. Although most colleges and universities have some PLA policies and some have active PLA programs, such policies and programs are typically underutilized, and most often few students take advantage of them. Other institutions recognize the need to grant credit for prior learning but have not developed or implemented relevant policies and practices.

Community colleges are well-positioned to serve adults who bring prior learning to their studies and to be flexible and responsive to employer needs. CAEL is already working with a number of community colleges to more effectively leverage best practices in PLA and CBA as ways to help individuals engage (or re-engage) in the education they need for employment in their communities and to help them move through their education in an efficient and cost-effective manner.

As these community colleges and college consortia use PLA and CBA to better serve both learners and employers, many recognize that they will need to build or adjust policies to have the greatest impact and to ensure that their policies are relevant and meaningful for specific industries, college programs/disciplines, and learner populations.

A range of methods are used for documenting and validating college-level learning, including prior learning portfolios, skills demonstrations, recognition of industry credentials and non-credit training, third-party evaluations, and standardized testing – often including competency-based assessments. . If you are interested in consulting for CAEL, you need to be familiar with the range of PLA and competency-based assessment techniques and tools, and not limited to any particular method or tool.

Assistance to the colleges and college consortia will likely include:
• Policy Development Assistance. Many colleges have some policies for assessing and crediting prior learning and providing Competency-Based Assessment but existing policy may not encourage active utilization or be relevant to target populations, target industries, or academic disciplines. CAEL Consultants may be needed to work with the institutions to examine, expand, or adjust policies to better meet the needs of the targeted learners, industries, and academic departments

• Faculty and Staff Training. Some colleges may have the policies in place necessary to recognize and award credit for prior learning but may lack the staff capacity to bring PLA and CBA programs to scale. CAEL trainers may be called upon to provide a variety of staff development activities, such as training for academic leadership on PLA standards and processes, PLA awareness and assessment training for faculty, and training for advisors and counselors on promoting PLA among target populations and supporting students as they develop education plans that incorporate their prior learning credits.

• Applying PLA and CBA to key disciplines. The Consultants’ assistance to colleges will include broad application of PLA, but will largely focus on how to use PLA as a tool for engagement and completion in particular disciplines. In general, CAEL partner colleges are focusing on specific disciplines linked to careers in targeted industries. These include Manufacturing and Advanced Manufacturing, Information Technology, Energy, Healthcare, and other career fields. CAEL Consultants may be asked to help institutions identify the best methods to validate learning and competency in those disciplines, creating rubrics for assessment of particular skills, and working with employers and faculty to determine feasible approaches for assessing prior learning and competencies, identifying learning gaps and developing ways to efficiently address those gaps.

• Other Consulting/Assistance. Through work with the colleges and the consortia, CAEL and CAEL Consultants may discover the need for other forms of assistance as well CAEL may call upon CAEL Consultants to help address these other needs as well.

Consultant Qualifications

Consultants working for CAEL to support PLA and CBA policy and practice at partner community colleges must be able to demonstrate the following:
• Commitment to adult learners and to CAEL’s mission
• Knowledge of and experience with Prior Learning Assessment and Competency-Based Assessment, as evidenced by some formal professional development via CAEL or other recognized bodies
• Experience within a college or university setting implementing a range of PLA processes and/or addressing PLA/CBA policies, with a preference for experience within a community college
• Adherence to all CAEL standard and policy positions with regard to best practice in PLA and CBA
• Knowledge of regional accrediting bodies related to awarding credit for prior learning and other forms of direct assessment and financial aid policies related to payment for PLA and other forms of direct assessment
• Experience working with a range of stakeholders within Higher Education institutions
• Excellent oral and written communication skills
• Ability to synthesize and integrate a range of individual facts and pieces of information
• Understanding of and respect for the role of community colleges, including both for-credit and non-credit areas
• Ability to represent CAEL and the field of adult learning with integrity and positively
• Willingness to travel to partner locations, if needed
• Expertise in one or more areas of PLA assistance (approaches, policy, staff and/or faculty professional development, portfolio assessment, industry-specific application, preferably in one or more targeted disciplines)

In order to be considered as a CAEL PLA and/or CBA consultant please submit the following to Joel Simon, CAEL Vice President ( Consultants are encouraged to submit their qualifications by August 15, 2013, but will be accepted on an ongoing basis. Consultant statements of qualifications should include the following:
• A cover letter indicating the area(s) of expertise as indicated above (policy, training, discipline-specific application of PLA methods), as well as proposed consulting rates (hourly and daily)
• A brief biography or resume
• Description of experience, training related to the particular area(s) of expertise (no more than one page per area of expertise please)
• Consultants seeking assignments in the Policy area must submit sample policies and description of the policy consulting project(s) that resulted in a particular policy
• Consultants seeking assignments in the Training area must submit descriptions of PLA or CBA -related trainings delivered, as well as sample training materials and evaluations
• Consultants seeking assignments in the Key Career and Technical Disciplines area must submit a description of how you have worked to define and assess discipline-specific learning outcomes, including any relevant analyses or work product(s). Although the initiatives that CAEL is supporting each focus on specific industries and related academic disciplines, the work product and experience does not necessarily need to be within the identified disciplines/industries. However, you must describe the overall approaches used and demonstrate that you can apply useful approaches within other career and technical subject areas. Again, please keep descriptions as focused and concise as you can.
• A minimum of three (3) references, including contact information. References should be those who are able to speak to your qualifications in the specific area(s) of expertise (Policy, Training and Key Disciplines) for which you are applying for qualification.

Selected consultants may be required to attend an orientation and training session prior to being assigned a consulting project or client college.

A brief Q&A can also be found here.

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Bay Path College

Chief Enrollment Officer
Online and On-Campus, Adult Women's Program


If the idea of creating something from the ground up appeals to you, and if you like being surrounded by goal-oriented, passionate, mission-driven professionals, then Bay Path College will be the right place for your talents. We are committed to delivering superior service within an innovative, collaborative, high-tech, high touch and nimble environment. Our top priority is insuring that all women, especially first-generation college students, have access to a quality education that will provide excellent career opportunities, ultimately impacting the lives of their families/children, their workplace, and their communities.

This newly created position will oversee the recruitment efforts for online programs as well as our three on-campus locations located in Longmeadow, Sturbridge, and Burlington, Massachusetts. Executing proven techniques for recruiting online students is critical with a specific mandate to develop unique strategies for adult women.

Key functions include the development of a strong, data-driven, student-centered recruitment plan resulting in an easy, seamless process from student prospect to matriculant designed specifically for adult women. The candidate will set clear, ethical expectations and train and mentor the recruitment team to insure success in achieving enrollment goals. A proven track record of success is essential, especially in online recruitment, as well as the ability to develop positive working relationships with all other departments including academic affairs, marketing, financial aid, the registrar, student billing, and career resources. Ultimately, this candidate will be an important ambassador for Bay Path and our adult women students.

This position will be located in our newly acquired and designed suite of offices in Springfield, MA.

Bay Path is a private, non-profit college of 2400 students. We take pride in offering exceptional educational opportunities through our undergraduate program for women, our unique Saturday Program for women, graduate programs for women and men, and Bay Path Online. We are currently developing a 57,000 sq. ft. graduate health sciences building in an adjacent town to add to our main campus in Longmeadow and our other locations in Sturbridge and Burlington, Massachusetts. We are the recipient of several grants including a Title III Grant, HRSA Grant, Walmart Foundation Grant for first generation students and an NSF grant. In a recent Council of Independent Colleges financial survey, Bay Path’s financial health is one of the strongest in the country for colleges of our size.

Qualifications: Candidates must possess a proven track record as a senior manager and supervisor; a successful record in recruiting and retaining online students; a deep understanding of the best practices in this complex, competitive landscape; significant experience with strategic planning, data analysis, record keeping, reporting, trends and research in online education; demonstrated results leveraging contemporary CRM solutions to drive electronic communications and automating admissions workflow; proven track record of improving lead generation through a strategic combination of traditional and marketing digital initiatives; positive attitude with a fearless, creative, goal-oriented mentality; a Master’s degree.

Application: Please submit a resume and letter of interest describing why you are the best candidate and creative solutions you would implement for an adult women-only online candidate pool. Applications and three references with contact information should be sent electronically in MS Word format to Resumes will be reviewed immediately by Dr. Carol Leary, President, and will continue until the successful candidate is hired. Compensation and benefits are very competitive. Anticipated start date is February 15 or shortly thereafter.

An equal opportunity employer, Bay Path College is committed to fostering diversity in its student body, faculty, and staff.

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Multnomah University

Degree Completion Program Director

Job Description:
To provide development and leadership for the Degree Completion Program, managing all program aspects in cooperation with appropriate division chairperson and administrative directors.

Principal Responsibilities:
Development Responsibilities
Objective: Develop and implement all aspects of DCP

  • Develop and implement goals and plans for meeting them, which support the goals of the program and the College.

  • Maintain and, as needed, revise the faculty and staff handbook and student handbook for the DCP.

  • Develop and supervise Credit by Demonstrated Competency process, including presentation preparation, delivery, and creation of a tracking CDC database.

  • Consult with the Director of Marketing for all marketing and advertising for DCP.

  • As needed, develop and serve as Chair of the DCP Faculty-Staff Advisory Committee, calling meetings on a quarterly basis, or as needed, to review CDC matters.

  • Manage the program budget, including expected revenue and line item expenditures.

  • Develop a monthly report for the Academic Dean outlining budget status and program profile.

  • Develop and/or ascertain appropriate assessment tools in conjunction with accrediting standards.

  • Develop and schedule faculty training for CDC evaluators and MU faculty recruited to teach in the program.

Supervision Responsibilities
Objective: To provide direct supervision to DCP staff and guidance to resource staff in other departments.

  • Supervise program staff. Supervise program faculty in cooperation with the directors or division chairpersons
  • within whose staff these persons are assigned. Provide training and support for all personnel.
  • Coordinate the evaluation of the curriculum and instruction, ensuring quality control for each.
  • Coordinate the process outlined for assessing prior learning, through the Academic Advisor assigned to conduct the process, to assure quality.
  • Coordinate ordering of required textbooks and preparation of student handout material, and inventory for
  • curriculum and textbooks.
  • Coordinate CLEP testing site by serving as Master Site Administrator.

Recruitment Responsibilities
Objective: To recruit and retain prospective students via coaching through promotion, admission, and cohort creation/retention processes.

  • Coach and recruit faculty and administration for DCP and the Credit by Demonstrated Competency process in cooperation with the appropriate division chairpersons with final approval of appointment by the Academic Dean.
  • Conduct interviews with prospective students in the role of coach/advisor to provide them with an estimate of credits that might be earned in the program through traditional and non-traditional CDC. Provide academic plan to initiate process.
  • Coordinate with the Marketing and Admissions Departments in representing the DCP at off campus events with recruiting and program support intended. Promotion and visibility includes events such as: local pastor’s conferences, hosted breakfasts, Christian Chamber Northwest and Community Higher Education Consortium events; and national Christian Adult Higher Education Association and Council for Adult Experiential Learning
  • conferences and leadership events.

Student and Classroom Responsibilities
Objective: To coordinate program development and maintenance, providing for student services through all departments, using life coaching for recruiting and retention.

  • Schedule all groups planned for the year, arrange suitable classroom space, site locations, and publishing of the schedule to include Bridge, Information Sessions, CDC workshops and DCP cohorts.
  • Work with the Librarian to arrange resource materials for use in student’s independent research and schedule library orientation presentations.
  • Work with the Registrar to assure DCP tracking and transcripting of grades through standard student processes according to accreditation standards.
  • Coach and advise students as needed and provide referrals for remedial education; monitor student attendance and academic progress, making adjustments as required including Leave of Absence, course extension, and appeal approvals, and, in conjunction with the Academic Advisor, make arrangements for graduation.
  • Perform coaching debriefs for cohorts for retention purposes.
  • The DCP Director may also teach at least one modular course per year.

Additional Responsibilities
Objective: To perform additional responsibilities as needed.

  • Acquire proficient level of use of internal computer systems: Power Campus, IQ Web, Share Point, Excel, PowerPoint, Word to produce documents, reports and data.
  • Work in coordination with Academic Dean Administrative Assistant, Faculty Administrative Assistant, Human Resource Personnel, Business Office to facilitate adjunct faculty adjustment to MU, as well as other offices to process DCP functions.
  • Respond positively to supervision of the Academic Dean, represent the Multnomah Degree Completion Program and College to campus, business, church and community groups, and serve in other areas as requested by the Academic Dean or President.
  • Assist other program staff with duties and responsibilities as needed, and perform functions for the program that may involve local travel and work outside of office hours from time to time.
  • Supervise Student Ministry requirement administration.
  • Supervise Multnomah Connect system delivery for DCP.
  • Give input to feasibility of MU DCP functionality at potential distant sites.

Job-specific Requirements:

  • Master’s Degree required, earned Doctorate desired. Academic degrees in educational administration, organizational management, human resources management or related fields desired.
  • Experience in teaching and coaching adult learners.
  • Background in organizational management, communication, continuing education and administration for adult learner programs required.
  • Skills appropriate for program promotion and high affinity for people.
  • Evidence of “goal-oriented” performance required.
  • Excellent written and verbal communication skills.
  • Demonstrated excellence in providing impeccable customer service.
  • Thorough understanding of all programs Multnomah offers.
  • Knowledge of educational institutions in the Portland area.

General Requirements:
Because we believe that professionally qualified, committed Christian personnel are key to the operation of a truly Christian college and seminary, and that not only teachers, but all employees, by the pattern of their lives, serve as role models to our students, all employment positions at Multnomah University contain the following statements relating to required personal qualities:

  • The employee will have received Jesus Christ as his/her personal Savior. John. 1:12
  • The employee will be in basic agreement with the institution’s doctrinal statement.
  • The employee will believe that the Bible is God’s Word and standard for faith and daily living. 2 Tim. 3:16-17
  • The employee will be a Christian role model in attitude, speech and actions towards others. This includes being committed to God’s biblical standards for morality and sexual conduct. 1 Tim. 4:12, Luke 6:40, Col. 3:17, Titus 2:7-8, 1 Thess. 2:10 and 5:22.
  • The employee will be a regular participant in a local, evangelical church.

Full Time (40 hours) with Medical and Dental benefit options starting the first day of the month following the first 30 days of employment.

To Apply: Application must be made to the DIRECTOR OF HUMAN RESOURCES. For full consideration complete an employment application (available online at and attach to a cover letter and resume. Please include the name, title and phone number of three references. Applicant must be willing to sign Multnomah's doctrinal and value statements. An interview may be arranged after your file is complete.

After submitting your application if you have questions regarding this position please contact Stan Campbell,

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National Louis University

Position: Student Success Coach (Science)

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.

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.

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 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.
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Medaille College

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 (

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.

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St. Ambrose University

Director of Adult Learning

St. Ambrose University seeks a Director of Adult Learning that will energize our core value of Life-Long Learning and history of serving the needs of adult students. The Director will provide leadership for, and should have knowledge and experience of, academic programming/services and types of delivery formats that meet the needs of adult students at the University. Individual will also serve as a liaison to academic and student support departments.

The Director of Adult Learning will need to be creative in navigating the academic realms of undergraduate education in a university setting that serves adult students housed in three colleges. The Director will be knowledgeable about adult learning principles and have experience working with faculty to implement them as they relate to courses, hiring qualified faculty, providing support with alternative delivery formats, identifying appropriate faculty development workshops, and leading assessment initiatives.

Minimum Qualifications: Master’s degree from a regionally accredited university, with a doctorate preferred. The ideal candidate will have at least 5-10 years of combined and successful administrative and/or teaching experience in a higher education setting with knowledge of adult learners, experience with alternative delivery formats and curriculum development, strong analytical and problem solving skills, and excellent written and oral communication skills. Priority will be given to applicants demonstrating strong leadership and an ability to work effectively with others.

This is a full-time, 12 month appointment. Deadline to apply is February 21, 2014. Salary is commensurate with education and experience. Apply on-line at and attach a cover letter, resume or curriculum vitae, and the names and contact information for three professional references. AA/EOE