Jobs

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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American Public University System

Program Director of Alternative Learning (1376-175)

Synopsis of Role:

The Program Director of Alternative Learning manages and implements American Public University System’s (APUS) vision and strategy for creating and sustaining innovative approaches to learning in accordance with the established goals, mission and strategic plan of the University. This key position is responsible for ensuring rigorous programs geared towards academic excellence, and continuous innovation and improvement. This position demands a sustained focus on cutting-edge pedagogy as well as a commitment to establishing APUS as a recognized leader in online alternative approaches to higher education. The Director manages and leads the current Prior Learning Assessment program (PLA) as well as other potential alternative learning initiatives such as competency-based learning, experiential learning, stackable credentials, and is key to expanding it consistent with the emerging vision of APUS and PLA best practices in higher education.

Duties:
• Oversees PLA program.
• Promotes the PLA program and ensures program expansion maintains the highest standards of academic rigor.
• Ensures accuracy of all data related to PLA program.
• Works across programs and agencies to implement retention initiatives.
• Works with the Assistant Provost to advance innovative learning opportunities.
• Plans, coordinates, and monitors experiential learning initiatives.
• Collaborates with APUS faculty, staff, and administrators to ensure successful delivery of alternative learning programs.
• Works with the CTL to coordinate faculty training initiatives.
• Other duties as assigned to support the department, student body and organization.

Essential Functions:
• Implements APUS vision for innovative learning strategies.
• Implements best practices in curriculum improvement as determined by our accrediting bodies and related organizations.
• Maintain related metrics and conduct data analysis.
• Participates in regular meetings and school program review meetings.
• Teaches 150 students per year.

Required Skills:
• Detailed working knowledge of the inner workings of an online university system and electronic classroom platforms.
• Expertise and/or experience in prior learning assessment, experiential based learning, and especially conducting these programs online.
• Ability to collaborate with faculty and directors and to establish a collegial environment
• Experience with ePortfolios and related technology essential to successful prior learning assessment.
• Ability to create a professional network including, commercial vendors, and various government officials.
• Exceptional problem-solving and decision-making abilities with a strong commitment to customer service.
• Flexibility in dealing with organizational change.
• Strong proficiency with business models and strategic planning is required.
• Ability to meet critical and short notice delivery deadlines.
• Ability to work effectively in a team environment and on various committees.
• Ability to lead through influence vs. direct line management.

Required Experience:
• Terminal degree required, with significant experience and recognized expertise in innovative learning strategies.
• Prior Learning Assessment experience preferred.
• At least five years’ experience actively working as a professor at the University level with an emphasis on alterative learning strategies and programs, research, and publications.
• Three or more years experience in e-learning and multimedia technologies.
• Experience with innovative learning initiatives.
• Entrepreneurial spirit and strong organizational development skills.
• A proven track record of research, scholarship, and publications.
• Strong oral, written, organizational, and presentation skills and a proven record of effective team building and relationship building.
• Proficient in Microsoft Office Suite programs required.

Work Environment and Physical Demands:
• Remote / Online
• Requires attendance at meetings in Charles Town, WV, Virginia, or DC
• Commuting between APUS and other national offices may be required
• Sitting, extensive use of keyboard

*Please note: Full-time faculty members and directors are considered salaried employees of APUS and as such are expected to consider APUS their primary employer. Full-time salaried faculty and directors may not be full-time employees of any university, school, college, or institution of higher education outside of APUS; this includes administrative, staff, and teaching positions.

*Please note: Applicants selected to proceed in the hiring process with conferred degrees from foreign institution(s) will require a course-by-course evaluation completed by a National Association of Credential Evaluation Services (NACES) approved agency. All charges associated with official transcripts and foreign transcript evaluations are the responsibility of the applicant and are not reimbursed by APUS.

APPLICATION: https://apuscareers.silkroad.com/
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CAEL Opportunities

Project Manager, Career Services

Overview:

The Project Manager is responsible for coordinating and guiding services delivered to CAEL career services clients and managing the online Advising Resource sites and Management System that support CAEL’s career services. CAEL’s advising services include self-service tools for clients to explore learning and education options, workshops and telephone advising. CAEL licenses a software as a service platform (Advising Resource Center and Management System) to showchase our services to eligible employees and provide the administrative support needed in order to track and report outcomes to clients. The Project Manager works closely with client representatives and partners, other career services team members, and CAEL product delivery and marketing team members to respond to client and advisee requests and determine solutions to address client and individual learners’ needs.

Primary Duties and Responsibilities:
Oversees and coordinates services for multiple career services clients and their employees.
• Serves as the internal administrator of our Advising Management System and trains staff, advisors and client representatives on using the system to meet client needs, schedule individual appointments and workshops, track and monitor advising activity, and produce client reports.
• Works with advising management system vendor, product development staff and other career services staff members to configure advising resource sites and management system
• Serves as day to day liaison with assigned clients.
• Plans services and program specifics in conjunction with Career Services team and modifies design, operation and staffing to ensure ongoing improvement and efficiency gains in service delivery and workflow.
• Solves problems as needed with client contacts, advisors, advisees and others as needed.
• Monitors and reports on overall effectiveness and quality of projects and services.
• Participates in hiring, orientation, training and supervision of staff and advisors.
• Continuously identify new resources to improve services to advisees.
• Develops, prepares and delivers regular reports to client.
• Ensures compliance with all client contract provisions and escalates potential problems and issues internally and with the client as needed.
• Maintains a positive rapport with the all client contacts and other CAEL staff, advisors and consultants.
• Performs additional duties, projects and assignments as required to ensure project success.
• Manages and monitors project or program schedules, progress and costs to ensure that expected results are delivered on time and within budget.
• Maintains, adjusts and updates project plans as needed.
• Consolidates, communicates and ensures resolution of all issues.
• May develop and collect performance metrics.
• Coordinates with other client services staff on delivery of additional CAEL products as needed

Education and Experience:
College degree required; specialized course work or training in project management and/or providing advising to adults preferred. Education is considered to include both the formal/traditional as well as learning from life and work experience.
• At least three years of related experience required.
• Three to six years of work experience in project management, client services, account management, or related field required.
• Experience working with customer management databases and systems.

Skills and Qualifications:
Strong communication and analysis skills are required along with the ability to work well with people.
• Strong analytical skills and excellent working knowledge of customer management databases and systems.
• Ability to manage multiple activities and meet multiple deadlines
• Ability to pro-actively identify and address potential problems/trends
• Ability to write qualitative/quantitative reports for clients and internal stakeholders
• Ability to document procedures in a clear, concise manner
• Ability to develop, read and understand data report charts and budgets
• Ability to communicate clearly with clients on sensitive, confidential issues
• Familiarity with career and education assessment and online career development resources
• Ability to run effective meetings: agenda, meeting notes, action items, etc.
• Well-developed team management skills and an ability to interact and develop relationships with all levels of management
• Ability to travel as needed
• Proficient technical skills in Microsoft Office -- Word, Excel, Outlook and PowerPoint

Interested candidates should send a cover letter and resume to caelemployment@cael.org, with “Project Manager, Career Services” in the subject line.

Membership Assistant

Overview:
Primary Duties and Responsibilities: This part-time (27 hrs/week) role is charged with supporting the recruitment and retention of CAEL members from both an institutional and individual perspective. In doing so, the successful candidate will: Provide assistance to CAEL‘s Higher Education unit, engage current and prospective members to better understand their experience as members or to understand why they seek membership. A variety of administrative tasks are required, including organizing and initiating contacts with post-secondary institutions, CAEL members, Conference participants and vendors. Work will include data entry, database management, and writing draft documents.
  • Maintain membership records
  • Processes Membership applications
  • Generates and reviews monthly membership renewal and payment reports
  • Manages Member Database
  • Coordinates effective accounts receivable activity for fees for membership, conference and workshops/Webinar fees in collaboration with accounting
  • Assists as needed with Member events, i.e. the annual conference, spring workshops, and webinars
  • Responds to membership inquiries from members and non-members
  • Performs additional duties, projects and assignments as required
Skills and Competencies:
  • Experience working with Microsoft suite of desktop software (MS Word, Access, Excel and PowerPoint). Willingness to learn new software programs.
  • Strong organizational skills
  • Must be a self-starter, innovative, creative, and results-oriented
  • Resourcefulness
  • Dependability and willingness to learn and complete many different tasks
  • Candidates should also have strong listening skills, be diplomatic and able to work in team environment while taking direction from a number of individuals.
Education and Experience:
  • High School Education/GED required. Some College preferred, with an emphasis on customer service, organization and planning. Knowledge of higher education and adult learning is desirable. Education is considered to include both the formal/traditional as well as learning from life and work experience.
  • 1-2 years of related work experience in an office environment, including customer service.
Interested candidates should send a cover letter and resume to caelemployment@cael.org, with “Membership Assistant” in the subject line. Please include the date you are available to start.

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Apollo Education Group

Job Title: Assistant Program Dean – College of Humanities and Sciences
Location: Phoenix, AZ
Full/Part Time: Full-Time
Regular/Temporary: Regular

Company Overview
Apollo Education Group, Inc. was founded in 1973 in response to a gradual shift in higher education demographics from a student population dominated by youth to one in which approximately half the students are adults and over 80 percent of whom work full-time. Apollo's founder, John Sperling, believed -- and events proved him right -- that lifelong employment with a single employer would be replaced by lifelong learning and employment with a variety of employers. Lifelong learning requires an institution dedicated solely to the education of working adults.

Today, Apollo Education Group, Inc., through its subsidiaries, University of Phoenix, Apollo Global, College for Financial Planning, and Institute for Professional Development, has established itself as a leading provider of higher education programs for working adults by focusing on servicing the needs of the working adult. Apollo Education Group is the largest education service provider in North America and has the world’s largest educational social network. Apollo is building state of art learning platforms in creating a virtual and highly engaging learning experience. The learning platforms which are built as a cloud based (Education-as-a-Service) bring a more scientific and social approach to the learning experience. We are changing the way people learn and interact via advanced, scalable learning solutions.

Department Overview
The Deans Office provides a variety of support and infrastructure services for faculty and Academic Affairs staff within the College. These responsibilities include program development, programmatic success, policy development and oversight, faculty governance, and training opportunities to help our faculty members and academic staff to be engaged and successful.

Position Summary

Under minimal supervision, plans, directs, and coordinates activities of designated projects to ensure that all goals and objectives of the project are accomplished within prescribed time frame and funding parameters. Responsible for managing and leading direct reports through the design, development, and presentation of instructor-led materials while coaching and developing direct reports.

Responsibilities
Enrollment:
• Directs and coordinates activities of project personnel to ensure project progresses on scale and within prescribed budget. This may also include managing the project-related workflow and maintaining consistent communication with department staff regarding project timelines and progression of projects.
• Develops or assists in the development of curriculum, program and/or other related University literature as needed or requested.
• Prepares various project reports for management or external parties by collecting, analyzing, and summarizing information and trends.
• Represents the organization as appropriate in its relationship with the educational and government communities by participating in targeted events, conferences, and workshops.
• Maintains a professional and technical knowledge by attending educational workshops, reviewing professional publications, establishing personal networks, and participating in professional societies.
• Assess and assign instructional development and editing requests.
• Evaluate staff workloads and make staffing proposals, as appropriate.
• Calculate and project task timeframes.
• Manage instructional development and editing processes, and make adjustments as needed.
• Manage department style guidelines.
• Manage and/or conduct quality assurance activities such as service observances, peer reviews, and peer evaluations.
• Coach and develop instructional developers and editors.
• Participate in professional development by attending conferences and workshops, reviewing professional publications, establishing personal networks, and/or participating in professional societies.
• Performs other duties as assigned or apparent.

Qualifications
Knowledge, Skills, & Abilities:
• Must be able to demonstrate a high level of analytical and strategic thinking to plan and direct designated projects to ensure that all goals and objectives of the project are accomplished within prescribed time frame and funding parameters as described above.
• Must possess excellent oral, written, and interpersonal communication skills to instruct and direct others as their functions relate to respective projects.
• Proven collaborative work habits.
• Ability to cope with conflicting points of view and demonstrate discretion, integrity, fair-mindedness, persuasiveness, and interpersonal savvy.
• Ability to proactively approach problem-solving.
• Ability to think strategically.
• Ability to participate in several projects simultaneously and produce results.
• Understanding of instructional design principles.
• Ability to effectively communicate and present projects to management and other external parties, as described above.

Basic Qualifications:
• Master’s degree in Instructional Design, Educational Technology, Adult Education, Education, or related field preferred.
• A minimum of 5 years of experience in a progressively responsible capacity in an education environment performing in a project management role.
• A minimum of 1 years of experience developing competency based learning models.
• A minimum of 2 years of experience working with adaptive or personalized learning programs within a Higher Education environment.

Additional Qualifications:
• Doctorate degree preferred.
• Demonstrated excellence in communication and diplomacy with all levels of staff and leadership.
• Experience working with Personalized Learning Education (PLA) as it pertains to assessment and articulation.
• Must have a high level of proficiency in personal software applications dealing with project management such as spreadsheets, budgeting, document management, and related tools.

How to Apply
To be considered for this position, please submit your resume/CV via the Apollo Education Group Careers website
(http://jobs-apollo.com/)

Equal Employment Opportunity

Apollo Education Group is an Equal Opportunity Employer and welcomes diversity.
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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.

QUALIFICATIONS DUE DATE

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 jsimon@cael.org.

INFORMATIONAL WEBINAR

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

CONSULTANT TRAINING
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 (jsimon@cael.org). 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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Cabrini College

Vice President for Adult and Professional Programs

Cabrini College (www.cabrini.edu) is seeking nominations and applications for a Vice President for Adult and Professional Programs. Reporting directly to the President, the Vice President for Adult and Professional Programs is responsible for all programs and services offered through Adult and Professional Programs.

Cabrini College is a coeducational Catholic liberal-arts college near Philadelphia, dedicated to academic excellence, leadership development, and a commitment to social justice. Cabrini currently boasts an enrollment of approximately 2,300 students, with nearly 1,200 undergraduate and 1,100 graduate students and has more than 30 undergraduate majors, 50 student clubs and honor societies, and 16 Division III athletic teams.

Duties:

• Member of the President’s Cabinet
• Academic and administrative responsibility for all programs and services offered through Adult and Professional Programs
• Provide visionary leadership to the faculty & staff at the College in seeking opportunities in the rapidly changing world of adult/no-traditional education to enhance current offerings and to implement new programs
• Collaborate with academic units for the creation of new online, face-to-face and hybrid program development
• Lead the planning, budgeting and management of all programs and support activities related to adult, professional and continuing education at the College
• Provide leadership for recruitment and enrollment of non-traditional students:
o Establish enrollment goals for adult learners, develop recruitment, promotion and retention strategies for all adult learners
o Establish new student markets to expand adult and nontraditional enrollment
• Conduct market research to identify undergraduate and graduate programs of interests to adult students; liaison with major employers to identify skill gaps that program curriculum should address for their employees
• Work with Cabrini College community to enhance the adult/graduate student experience
• Develop continuing education to support lifelong learning opportunities for seniors

Requirements:

• Master’s degree with Ph.D. (or equivalent Doctoral degree) preferred
• Demonstrated knowledge of the needs of the adult learner
• Minimum of five - seven years of progressively responsible experience in higher education with a focus on undergraduate and graduate online, continuing education and professional programs
• Familiarity with nontraditional course delivery methods (i.e. distance education, online learning, hybrid courses, off-site courses) and the use of technology to enhance teaching and learning
• A commitment to collaborative engagement with faculty, students and staff
• Familiarity with methods and issues of assessment;
• Experience in a senior administrative position with supervisory and budgetary responsibilities
• Ability to communicate effectively the mission and values of the College
• Have impeccable integrity, exemplary oral and written communication skills, with a strong attention to detail
• Appreciation of the importance of encouraging diversity in the college community and across the curriculum;
• Must have permanent, legal authorization to work in the U.S.A.

Cabrini College is being assisted by the partners of Hyatt – Fennell. Nominations and application materials should be submitted via email to Cheryl Hyatt at Cabrini@hyatt-fennell.com. Applications will include a focused letter of interest, a current résumé/CV, and complete contact information for five professional references. Application deadline is September 30, 2014. All applications and nominations will be considered highly confidential.

Cabrini@hyatt-fennell.com
www.HYATT-FENNELL.com
724-242-0476

Cabrini College is an Affirmative Action/ Equal Opportunity Employer (AA/EOE).

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Bay Path College

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

JOIN ONE OF THE FASTEST GROWING WOMEN’S COLLEGES AND THE FIRST IN THE UNITED STATES TO LAUNCH ALL-WOMEN, ALL-ONLINE UNDERGRADUATE DEGREE PROGRAMS.

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 hr@baypath.edu. 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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Lincoln College – Normal Campus

Executive Director of the Center for Adult Learning

Lincoln College-Normal (LCN) invites applications for the position of Executive Director of the Center for Adult Learning. Reporting to the Dean of Academic Affairs, the Executive Director is responsible for effectively leading, managing, and planning all facets of the College’s Center for Adult Learning (CAL), including the Accelerated Bridge to Education (ABE) delivery modality for the College’s degree programs. Located in Normal, Illinois, LCN is a private, bachelor-degree granting college and is a branch campus of Lincoln College originally chartered Lincoln University in 1865 in Lincoln, Illinois. The Accelerated Bridge to Education (ABE) has additional site locations in Ogelsby, Illinois and Springfield, Illinois.

General Position Description:
The Executive Director of the Center for Adult Learning is responsible for:
• Identifying, developing, and implementing new programs and partnerships for adult learning through outreach efforts with local businesses and other external organizations.
• Identifying and implementing partnership agreements with area community colleges for expansion of the Accelerated Bridge to Education to additional site locations.
• Providing strategic direction and planning for the Center aligning such planning with the mission, vision, and values of Lincoln College.
• Establishing and achieving enrollment goals for the ABE delivery modality working with the ABE office of admissions.
• Working collaboratively with other divisions of Lincoln College to ensure consistency and alignment of academic policies where appropriate.
• Effectively managing the CAL budget to ensure expenditures are aligned with appropriate fiscal stewardship.
• Supervising and leading a staff of eight (8) professional staff members including two (2) ABE admissions professionals, a Director of ABE Faculty Development, a Non-Traditional Student Services Coordinator, an Academic Advisor, two (2) additional location Site Coordinators, and an administrative assistant.
• Overseeing all departments of the Center for Adult Learning including ABE Admissions, ABE academic support services, ABE faculty through the Director of ABE Faculty Development, and the additional site locations in Ogelsby, Illinois and Springfield, Illinois.
• Enforcing ABE academic and enrollment policies.
• Actively engaging in programmatic assessment of CAL initiatives and programs to maintain the College’s Adult-Learning Focused Institution (ALFI) designation.

The successful candidate will exhibit the highest professional standards and ethical principles and will be committed to the tenets of Lincoln College’s mission, vision, and values and to the Council of Adult and Experiential Learning (CAEL) principles and ‘best practices’ in adult learning.

Requirements

Qualifications: Master's degree required, doctoral degree preferred. Three years experience in a higher education setting required working with adult degree completion programs and accelerated classes.

Experience: Excellent organizational skills with the ability to work independently, set priorities, and complete assignments in a timely manner. Excellent interpersonal and customer service skills with the ability to interact with a wide variety of constituencies, both in person (one-on-one and in groups), on the phone, and via email. Strong analytical, problem solving, and decision-making skills. Demonstrated success in leading a department (preferably adult degree completion and/or adult/continuing education centers). Experience with strategic planning and leadership preferred. Experience working with curriculum, assessment, and faculty members preferred.

To Apply

Applications will be accepted until the position is filled. Interested applicants should submit a cover letter addressing the expected qualifications and experience for the position, a curriculum vitae, an essay regarding their philosophy of adult education, and name, title, and phone number for three professional references via email to Dean Kratz, jkratz@lincolncollege.edu.

Detailed information about the College is available at: http://www.lincolncollege.edu/normal

Lincoln College is an equal opportunity employer.
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National Louis University

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.
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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 (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.