This job has expired

Doctoral Coordinator - Occupational Therapy Program

University of St. Augustine for Health Sciences
Florida, United States
Salary Not Specified
Posted Date
Jan 24, 2022

View more

Position Type
Faculty Positions, Education, Education Administration & Leadership, Instructional Technology & Design, Health & Medicine, Physical Therapy, Administrative, Academic Affairs, Curriculum & Instructional Development, Other Academic Affairs
Employment Type
Full Time
You need to sign in or create an account to save a job.
The mission of The University of St. Augustine for Health Sciences is the development of professional health care practitioners through innovation, individualized, and quality classroom, clinical, and distance education.


The Doctoral Coordinator has an essential role in ensuring the consistency and quality of the doctoral projects for students enrolled in the Doctor of Occupational Therapy program. The Doctoral Coordinator will review all project proposals and help OTD students select their doctoral committee, which will include the coordinator, a content expert, and the doctoral experience mentor. The Coordinator will organize the student’s defense of their proposal, review IRB submissions when necessary, and establish appropriate doctoral experiential goals in collaboration with the student and the committee. The Coordinator will be the person in communication with the site mentor, the program director, and the AFWC about the student’s performance concerning their residency and their doctoral project.

The Doctoral Coordinator is a hybrid role and requires an on-campus presence a minimum of 5 days per month to support students in all aspects of the doctoral preparation and project.


Teaching: provides student-centered learning through best practice teaching activities
  • Optimizes class/lab/online environment that is conducive to student learning by developing creative, challenging and evidence-based learning opportunities
  • Collaborates with students to create objectives for the capstone project as well as goals for project development and mentorship
  • Uses learning assessment information to improve teaching and curriculum; participates in quality improvement initiatives to meet program and institutional goals
  • Provides current, organized, error free instructional materials
  • Maintains all components of the learning environment including online course portal management
  • Teaches at a significantly reduced teaching load; no more than a 0.5 FTE faculty member with no more than 148 hours per term.
Scholarship: actively engages in scholarship to advance knowledge
  • Establishes and implements an approved scholarship plan/faculty development plan as required by accreditation and university standards
  • Demonstrated aptitude in the research process
  • Expertise in developing, managing, and overseeing research and/or doctoral projects
  • Stays current with clinical practice and evidence that support content area expertise and professional growth
  • Disseminates scholarly work consistent with University policies and accreditation expectations
Service: supports shared governance and promoting one’s profession
  • Serves on programmatic and university committees as assigned
  • Actively participates in his/her professional association
  • Serves as university liaison in community and/or professional activities
  • Establishes experiential mentorships consistent with the proposed student project
  • Act as an intermediary between students, the mentor, and the program
  • Uses release time that enhances the program (e.g. - clinical practice, consultation, advanced degree, research, service) as approved by the program director
  • Participates in university governance, curriculum planning, and functions to support development and growth of the institution
Administration: supports efficient and consistent practices across all programs
  • Performs course coordinator and lead instructor roles as assigned; works collaboratively with members of the team
  • Reviews all proposals for doctoral projects while facilitating the consistency and quality of these projects
  • Advises students on academic, professional and/or personal issues while providing referrals when appropriate
  • Provides other administrative duties as assigned
  • Completes annual self-evaluation of faculty performance and sets goals for the next year in collaboration with the program director; is actively engaged in faculty development opportunities to meet performance goals
Professionalism: displays the behaviors of a professional academician and follows expected discipline specific Code of Ethics
  • Promotes professionalism by modeling and encouraging such behaviors inside and outside the classroom setting
  • Supports and exemplifies the University’s core values
  • Actively engages in interprofessional collaboration activities
  • Upholds and enforces student and faculty handbook policies and University policies/procedures

Other responsibilities as assigned by the Academic Program Director


Reports to : Academic Program Director/Assistant Academic Program Director

Positions Supervised: Contributing Faculty, Lab Assistants when assigned to courses


To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Incumbents will be evaluated, in part, based on performance of each essential function. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

  • Doctoral degree required. Post professional doctorate preferred, but candidates currently enrolled in post professional program will be considered.
  • A minimum of 2 years of teaching experience at the college/university level.
  • A minimum of 2 years of clinical experience required.
  • Eligible for state practice license (if applicable)
  • Experience with distance learning preferred.
  • Experience in scholarly activity preferred.
  • Knowledge of IRB requirements
  • Exceptional communication, administrative and management skills
  • Ability to work collaboratively as part of a team and to interact effectively with colleagues, administrators, faculty members and students, as well as external constituencies.
  • Demonstrated aptitude in the research process.
  • Proficiency in Microsoft Office suite (Outlook, Word, Excel, PowerPoint)
  • Valid driver’s license for State of residence and at least minimum liability insurance required by State.

Faculty Members must be appropriately credentialed, possess an earned degree from an accredited institution or recognized by a country's ministry of education in occupational therapy, and be licensed or license-eligible in the state in which the program is located, in order to teach in specific programs.

  • This position is a hybrid working model and can be performed remotely with a minimum of 5 days per month required on the assigned campus.
  • The on-site campus schedule in support of the student experience will be coordinated with the Academic Program Director on a monthly basis.
  • Some travel may be requested up to 20% of the time.

To perform the job successfully, an individual should demonstrate the following competencies:
  • Committed to Mission and Values - Has a clear understanding of institution’s mission and values. Has a passion for facilitating learning and for enabling students to navigate their own learning journey.
  • Contribute Knowledge to the Discipline - Compelled by the opportunity to contribute through research, scholarship professional practice or creativity
  • Accountable - Takes personal responsibility for own goals and outcomes to ensure student success. Establishes clear expectations, follows through on commitments to students and holds them accountable for assignments and performance
  • Collaborative - Works cooperatively with others across the institution and beyond, including the community and through partnerships. Represents own interests while being inclusive and fair to others.
  • Communicates Effectively - Adapts oral and written communication approach and style to the audience and based on the message. Also listens attentively to others.
  • Drives Engagement - Makes students feel welcome, understood and valued. Creates a learning environment that is compelling, challenging and productive.
  • Academic Discipline Expertise - Has sufficient credentials, industry expertise and/or experience in the discipline to teach according to the standards and qualifications required.
  • Education Design - Designs learning experiences closely linked to learning outcomes including lesson planning, design of project, work integrated, group learning experiences, or interactive learning objects. Has depth of expertise in pedagogy, andragogy and overall learning effectiveness
  • Teaching Delivery/Learning Facilitation Skills - Manages small, large, blended, hybrid and/or online classrooms, monitoring and ensuring participation, managing one’s own and students' time and attention effectively.

Work is performed primarily in a standard office environment but may involve exposure to moderate noise levels. Work involves operation of personal computer equipment for six to eight hours daily and includes physical demands associated with a traditional office setting, e.g., walking, standing, communicating, and other physical functions as necessary.

Physical requirements of this position include the following:

Does not apply

The University of St. Augustine for Health Sciences is an equal opportunity at will employer and does not discriminate against any employee or applicant for employment because of age, race, religion, color, disability, sex, sexual orientation or national origin.
You need to sign in or create an account to save a job.

Get job alerts

Create a job alert and receive personalized job recommendations straight to your inbox.

Create alert