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Assistant Director of New Student & Transition Programs
Elon University
Elon, North Carolina

Posted 1/16/2020

Elon University is currently accepting applications for an Assistant Director of New Student and Transition Programs to provide leadership and vision to the New Student Orientation student staff recruitment, selection, hiring, training, and professional development process. The successful on-boarding of Student Coordinators, Orientation Team Leads, and Orientation Leaders leads to a successful transition of new students and their families. This includes assessment of the student staff experience and the overall orientation program. The Assistant Director is responsible for the development of transfer student programming and advocacy for transfer populations during and after NSO. This person also works closely with the Global Engagement Center to plan and execute the International Student Orientation program and the pre-departure and re-entry experience for the Global Pathfinder program. Lastly, the Assistant Director provides support and oversight to the multiple First-Year Summer Experiences, specifically supporting the program coordinators who work to implement their respective program.  Bachelor’s degree and 2-3 years of experience required. Completed master’s degree in higher education, student personnel, or related field and 1-2 years of experience in orientation and transition programming (including graduate assistantships/apprenticeships), or a related functional area in higher education, strongly preferred.  Position will remain open until filled.  Apply at https://elon.peopleadmin.com/postings/6902Elon University is an equal employment opportunity employer committed to a diverse faculty, staff and student body and welcomes all applicants.  

Elon University has built a national reputation as the premier student-centered environment for engaged, experiential learning, with an emphasis on strong personal relationships between students and their faculty and staff mentors. Elon students are ambitious, creative and determined problem-solvers who are passionate about making the world a better place. Elon's 6,045 undergraduate and 746 graduate students come from 49 states and 58 other countries. Elon sends more undergraduate students to study abroad than any other master’s-level university in the nation and the core curriculum includes a strong global focus. More than 425 full-time faculty members teach in six academic units: Elon College, the College of Arts and Sciences; the Martha and Spencer Love School of Business; the School of Communications; the School of Education; the School of Health Sciences; and the School of Law. Elon's four-year graduation rate of 78 percent ranks in the top 10 percent of U.S. private universities. The student-faculty ratio is 12-1, and the average class size is 20. The university's 636-acre residential campus is consistently recognized as one of the nation's finest environments for learning. In the 2018 "America's Best Colleges" guide, U.S. News & World Report recognizes Elon more often than any other university in the nation for eight academic programs that are focused on student success. U.S. News also ranks Elon #1 among Southern master's-level universities, with #1 rankings for undergraduate teaching and innovation. Princeton Review ranks Elon among the nation's 382 "best colleges." The Wall Street Journal/Times Higher Education ranks Elon #33 in the nation and #1 in North Carolina in student engagement, and Kiplinger's Personal Finance magazine names Elon one of the nation's "best value" private universities. The Elon Phoenix NCAA Division I athletic program is a member of the Colonial Athletic Association.

Assistant Director for Experiential Learning
University of Tennessee 
Knoxville, Tennessee

Posted 12/19/2019

Position Overview
Teaching and Learning Innovation (TLI) at the University of Tennessee, Knoxville (UTK) seeks qualified applicants for a position that will provide strategic direction for two of TLI's nine initiatives, experiential learning and service-learning. The Assistant Director for Experiential Learning will also monitor and provide oversight regarding the investment of funds for faculty development and faculty awards within the Experiential Learning and Teaching Innovation sub-unit, including the Teaching Support Award program and Faculty Innovators program, while also creating new and innovative methods for supporting faculty at UT. Reporting to the Assistant Provost for Experiential Learning & Teaching Innovation, the person in this position will also collaborate with the Director of Faculty Development to identify campus needs related to faculty development programming, and create new opportunities using multiple modalities for reaching and meeting the teaching needs of UT faculty. This person will also supervise staff, and serve as a representative for TLI on university-wide committees effecting academic curriculum, student graduation requirements, and other related needs. 

Expected pay range is $55,000 - $65,000, dependent upon experience and earned level of education. All applicants are asked to submit a current resume or CV and cover letter if interested in this position. 

Interested applicants should submit a resume or CV and cover letter by Monday, February 3, 2020 for full consideration.  

Primary Duties & Responsibilities of this Position include: 
• Provides strategic leadership of the experiential learning and service-learning initiatives by planning, implementing, and assessing programming, workshops, and events to support and grow the use of experiential learning and service-learning across the university. 
• Builds and maintains relationships with campus administrators, faculty members, unit leaders, and staff members to support and grow experiential learning and service-learning opportunities at UT. 
• Convenes the High Impact Practices Advisory Group, and serves as chair of the S (service-learning) designation subcommittee.
• Monitors and provides direction regarding the investment of funds for faculty awards and faculty development and is responsible for connecting with Deans, Department Heads, individual faculty members, and other college level administrators regarding the most effective ways to support faculty to adopt new, innovative, and effective teaching methods for educating this current generation of college students. 
• Oversees a budget of $125,000 for faculty awards, and provides specific recommendations to the Assistant Provost for Experiential Learning and Teaching Innovation regarding its use. 
• Coordinates all faculty awards programs for the Experiential Learning and Teaching Innovation sub-unit of TLI, including selection of faculty, review of potential requests and submissions for funding, and proper distribution of funds as guided by university policies every semester.
• Provides strategic direction and coordinates the planning of all faculty development workshops, programming, and events with the Director of Faculty Development each semester, and identifies campus needs and ensures that faculty development and success programming is offered in multiple modalities and at differing times to meet the needs of faculty. 
• Monitors progress of all ELTI programming opportunities, and ensures their effective assessment. 
• Uses provided data to build and strengthen future program offerings and looks for new and effective ways to meet the needs of faculty across the campus, especially regarding experiential learning and service-learning.
• Teaches and serves as representative to the campus regarding experiential learning and service-learning offerings by leading workshops, events, and trainings for faculty and staff that use experiential learning and service-learning in their classes. 
• Serves on campus committees representing TLI on search committees and on university-wide committees affecting academic curriculum and student graduation requirements, as well as other working groups and committees.
• Supervises staff as assigned by providing leadership to assigned staff and supporting them to meet identified goals regarding their areas of responsibility.  

Required Qualifications
• Earned master’s degree with a minimum of 5 years’ experience supporting faculty to implement experiential learning and service-learning in their courses, as well as successfully supporting faculty development programs in a higher education setting. 
• Strong knowledge and awareness of best practices with experiential learning and service-learning within a higher education environment.
• Experience supervising full-time professional staff, and supporting them to achieve assigned tasks, goals, and projects.
• Demonstrated ability to build and foster strong relationships with relevant stakeholders (College Deans, Academic Department Heads, individual faculty, Campus Leaders and Administrators, alumni, and external partners. 
• Support faculty with the design and implementation of safe and effectively assessed experiential learning courses or other related service-learning and active learning educational opportunities.
• Experience managing a program in which grants/awards were disseminated and ensuring that all deliverables associated with such awards were completed.
• Proficiency using Microsoft Office (Office 365, Powerpoint, Outlook, Word, Excel). 

Preferred Qualifications
• Earned doctorate degree with a minimum of 7 years’ experience supporting faculty to implement experiential learning and service-learning in their courses, as well as supporting faculty development programs at more than one college or university, or working successfully at a large public university.
• Demonstrated ability to manage multiple projects during set periods of time, including leading groups of people with diverse backgrounds to reach and surpass stated goals 
• Demonstrated ability to think strategically, as well as manage opportunities on a day by day and case by case basis.
• Evidence of knowledge of signature and innovative STEM pedagogies as well as successfully supporting faculty in STEM fields 
• Excellent organizational, inter-personal, and communication skills, both oral and written.
• Proficiency working in LMS, preferably Canvas, and experience using Adobe Design Suite
• Demonstrated ability handling private, confidential, and culturally-sensitive matters with discretion.
• Demonstrated understanding and use of accessibility standards within Microsoft Office (Office 365, PowerPoint, Word, Excel). 

Apply Online: 

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to, and will not be discriminated against on the basis of, race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status.

Dean for Engaged Education
Hamilton College
Clinton, New York

Posted 11/13/2019

Hamilton College is seeking an inaugural Dean for Engaged Education who will develop, implement, and lead a strategic initiative called ALEX (Advise, Learn, Experience). ALEX is a program to support students developmentally by focusing on academic and co-curricular advising, student learning, and high-impact educational experiences included under experiential learning. It will consolidate and provide support for faculty and staff by developing consistent policies, providing professional support and development, and facilitating collaboration across units.  The dean will continue the development of the strategic direction for ALEX; oversee programs and staff in advising, academic support centers, and experiential learning; better connect existing programs and develop new ones in these areas. This administrative dean will be located in Academic Affairs with close connections to other divisions of the College and will report to the Vice-President of Academic Affairs.

The dean’s responsibilities include oversight of (a) the new integrated advising program that connects academic advising with other advising programs, such as those focused on careers, off campus study, and personal growth; (b) Hamilton’s academic resource centers and programs, including the Writing Center, Oral Communication Center, Quantitative and Symbolic Reasoning Center, Language Center, ESOL program, and peer tutoring programs; and (c) experiential learning programs, including the Levitt Center, Community Outreach Opportunity Programs, Off-Campus Study, summer research/creative opportunities, and academic internships. The dean will have overall responsibility for the continued development, implementation, and assessment of ALEX and for the leadership and supervision of advising, experiential learning, and learning support staff.

Anticipated start date is July 1, 2020.


Required qualifications: 

  • A PhD or EdD 
  • Experience in leading change in higher education specifically in advising, teaching and learning, and/or experiential learning
  • Proven track-record in developing, advocating for, and implementing cross-divisional programs
  • Experience working with faculty and with college level classroom and curricular policies and structures (e.g., learning objectives, pedagogy, syllabi, course development, academic departments) 
  • Record of working effectively and collaboratively with diverse units, roles (staff, faculty, students), and individuals
  • At least three years of administrative leadership experience including program management, personnel development, budget management, and organizational skills
  • Knowledge of college-student development
  • Demonstrated commitment to diversity, equity and inclusion
  • Familiarity with research, assessment, and best practices in advising,  student learning, and/or experiential learning
  • Data informed/digital fluency 

Application Instructions

Please submit a resume, letter of application, and the names and contact information for three references via https://apply.interfolio.com/71319. Questions regarding the search may be directed to Margaret Gentry, Search Chair, at [email protected] Applications will begin to be considered on December 1, 2019, and the position will remain open until filled.

Hamilton (www.hamilton.edu) is a residential liberal arts college located in upstate New York.  Applicants with dual-career considerations can find other Hamilton and nearby academic job listings at www.upstatenyherc.org, as well as additional information at www.hamilton.edu/offices/dof/faculty-support-resources/resources-for-prospective-or-new-faculty/opportunities-for-spouses-or-partners (Opportunities for Spouses or Partners).  Hamilton College is an affirmative action, equal opportunity employer, and is committed to diversity in all areas of the campus community.  Hamilton provides domestic partner benefits.  Candidates from underrepresented groups in higher education are especially encouraged to apply.

Director, Academy for Experiential Learning
Center for Excellence in Teaching and Learning
Virginia Tech
Blacksburg, Virginia

Posted 10/10/2019

Virginia Tech welcomes applications for the founding Director of the Academy for Experiential Learning in the Center for Excellence in Teaching and Learning (CETL). The Academy Director will work with the Associate Vice Provost for Teaching and Learning to provide university-wide leadership and coordinated management of professional development focused on empowering and supporting Virginia Tech faculty to integrate experiential learning into programs of study.

Coordinating the development, implementation, and support for this strategic initiative, Virginia Tech seeks a leader with experience planning, facilitating, and supporting work of academic departments to enhance experiential learning inclusive of ALL students with the goal of embedding experiential learning into all degrees. Experiential learning opportunities, inclusive of internships, study abroad, research, and service learning, will extend students’ traditional classroom learning to tackle authentic problems and work in context. 

Director, Academy for Experiential Learning

The Director of the Academy for Experiential Learning, within the Center for Excellence in Teaching and Learning (CETL), works with the CETL director to provide university-wide leadership and coordinated management of professional development focused on empowering and supporting Virginia Tech faculty to develop and integrate experiential learning into programs of study. The Academy director’s responsibilities include (a) provide a comprehensive system for supporting faculty with the knowledge, skills, and tools they need to develop deep and meaningful experiential learning opportunities and embed them in students’ plans of study; (b) design, develop, implement, and evaluate professional development programs focused on advancing faculty members’ understanding, application, and implementation of effective learning-centered curriculum design aligned with the strategic vision for an experiential degree; (c) revise, strengthen, and expand experiential learning opportunities to build capacity to enable access and equity for an experiential education for ALL graduates; (d) facilitate communication and coordination with partner offices, faculty, and administrators engaged in experiential learning; (e) support the overall vision and mission of CETL through integrated leadership and support for high-quality, evidence-based teaching and learning; and, (f) lead and serve on university committees, task forces, and other groups as an advocate for high quality, integrated experiential learning; and function in a year-round (CY) academic program planning and management capacity.

Required Qualifications

  1. An earned doctorate by time of appointment;
  2. Experience teaching at the university level;
  3. Experience teaching in an experiential learning program;
  4. Experience in curriculum design;
  5. Experience leading change in academic programming;
  6. Knowledge of and experience applying essential principles of experiential learning in higher education; and,
  7. Evidence of the ability to communicate effectively across a range of stakeholders, including faculty members, staff, administrators, students and external agencies. 

Desired Qualifications

In addition to the required qualifications, preferred qualifications for director position include:

  1. Experience leading faculty development workshops, seminars, and/or initiatives.
  2. Evidence of the ability to design, develop and lead university-wide professional development activities;
  3. Experience working on a university-wide experiential learning initiative;
  4. Experience with program-level student learning outcomes assessment for continuous improvement.
  5. Evidence of expertise in written, spoken and/or visual communications; and,
  6. Evidence of the ability to work in a collaborative atmosphere. 

Review Date:  November 11, 2019

Additional Information:  The successful Candidate will be required to have a criminal conviction check

About Virginia Tech

Virginia Tech is a public land-grant university, committed to teaching and learning, research, and outreach to the Commonwealth of Virginia, the nation, and the world. Building on its motto of Ut Prosim (that I may serve), Virginia Tech is dedicated to InclusiveVT—serving in the spirit of community, diversity, and excellence. We seek candidates who adopt and practice the Principles of Community, which are fundamental to our on-going efforts to increase access and inclusion, and to create a community that nurtures learning and growth for all of its members. Virginia Tech actively seeks a broad spectrum of candidates to join our community in preparing leaders for the world.

Virginia Tech does not discriminate against employees, students, or applicants on the basis of age, color, disability, sex (including pregnancy), gender, gender identity, gender expression, genetic information, national origin, political affiliation, race, religion, sexual orientation, or veteran status, or otherwise discriminate against employees or applicants who inquire about, discuss, or disclose their compensation or the compensation of other employees or applicants, or on any other basis protected by law.

If you are an individual with a disability and desire accommodation please contact the hiring department.

Apply through the Virginia Tech website: http://careers.pageuppeople.com/968/cw/en-us/job/511444/director-academy-for-experiential-learning

Dean Of The School Of Business
Carroll University
Waukesha, Wisconsin

Posted 10/9/2019

Carroll University invites nominations and applications for a new Dean of its recently established School of Business as it embarks on efforts to move the School forward. Providing outstanding academic programs that meet current and emerging industry needs, while developing leaders who are prepared to create and sustain success in a changing global environment will be at the heart of the Dean's agenda. 

Elevated to a School of Business in 2017, the program's Dean will be responsible to Carroll's Provost and will be entrepreneurial as a leader, accomplished as a strategic thinker and implementer, collaborative by nature but decisive in action, informed about changing pedagogies and the needs of the 21st century learner, and understanding of the academy at the undergraduate and graduate levels. The successful candidate will have an uncommon opportunity to build a legacy of innovation and excellence in business education. 

Carroll is Wisconsin's first, four-year institution of higher education and today is identified as a comprehensive, liberal arts-centered, independent university organized around three major components: the College of Arts & Sciences, the School of Business, and the College of Health Sciences. A decade of dramatic enrollment growth, impressive fundraising, and strong fiscal management place Carroll in a very strong and enviable position on today's higher education landscape. 

Located in Waukesha County, an area ranked annually as one of the most highly educated, healthiest, fastest growing, and wealthiest counties in Wisconsin. In 2018, “24/7WallSt.com” rated Waukesha the most livable city in Wisconsin and the 36th best U.S. city in which to live. It is 17 miles from Milwaukee, the state's largest city, and 60 miles from Madison to the north and 70 miles from Chicago to the south. 

Prior to making application, prospective candidates are encouraged to learn more about the application process by reviewing the Dean's Search Profile at https://apptrkr.com/1638034. Candidates are requested to submit materials by Noon EST on Sunday, November 3. All inquiries will be received in full confidence by: 

Thomas B. Courtice, Ph.D.
President, TBC Search Consulting
[email protected] 

Carroll University is an Equal Opportunity Employer. Carroll does not discriminate in any manner contrary to law or justice on the basis of race, color, sex, age, religion, sexual orientation, national origin, disability or veteran's status in the administration of programs or in the employment of faculty and staff.

Vice President of STEAM, Design, & Educational Technology
The Possible Project
Cambridge, Massachusetts

Posted 10/1/2019


The Possible Project (TPP), a nonprofit organization, seeks a dynamic and visionary leader to serve as its Vice President of STEAM, Design, and Educational Technology, to contribute to the development and implementation of its organizational vision, strategy, and culture, and programming in support of students.   This is an exciting opportunity for an experienced, collaborative leader, a passionate innovator/entrepreneur, and educational technology expert who is dedicated to supporting youth and developing untapped potential.  

Since its founding 7 years ago, The Possible Project has designed, implemented, assessed, and refined a model for after-school programming that provides high school students with an opportunity to create and take products to market, partner with local businesses for real-work design and operations projects, provide students with access to industry and professional mentors who can help hone their skills and grow their networks, and provide pathways counseling for post-secondary opportunities.  TPP’s after-school program uses entrepreneurship as a vehicle to engage and motivate disengaged high school students, provide them with academic skills that are essential for career success, and help them craft long-term education and career goals.  The Possible Project instills an entrepreneurial mindset in its students through a dynamic curriculum, including hands-on work experience and individualized career-planning, to develop the personal qualities that predict future professional success. 

In its next Vice President of STEAM, Design, and Educational Technology, The Possible Project seeks a visionary, strategic and forward-thinking leader who is a skilled project and people manager, a strong operational and tactical leader, adept at facilitating the growth of a developing organization, and a passionate innovator and entrepreneur who embraces the mission and values of the organization.    The VP of STEAM will bring a background in the digital economy and industry, teaching or mentoring experience  working with youth, and potentially an advanced degree in engineering, sorftward robotics, or related technologies.  

The Vice President of STEAM, Design, and Educational Technology will provide leadership and vision, and play a key role in determining The Possible Project’s future  infrastructure, curriculum, technology, and maker-programming.  This individual will cultivate and increase the richness of TPP’s STEAM, design, and educational technology within our program’s student experience-makerspace equipment, design thinking, and pedagogy, while developing connections and partnerships with local universities, organizations, and industry in the Boston area.  The VP of STEAM will serve as a though leader on topics of technology, innovation, and work in the digital economy, internally with TPP staff, and externally with constituents, while fostering an environment that values diversity, inclusion, and equity. 

The Possible Project has retained the services of Isaacson, Miller, a national executive search firm, to assist in this search.  All inquiries, nominations, and applications will be held in confidence and should be directed to: 

Dan Rodas, Partner
Gregg Glover, Senior Associate
Isaacson, Miller

The Possible Project is an equal opportunity employer and is committed to fostering a diverse and inclusive community. We particularly encourage applications from those who identify as people of color and/or as first generation college graduates. 

Additional information about The Possible Project may be found at: https://www.possibleproject.org/

Executive Director of the Career Center
University of California, Los Angeles
Los Angeles, California

Posted 9/16/2019

The University of California, Los Angeles (UCLA) is known worldwide for the breadth and quality of its academic, research, health care, cultural, continuing education, and athletic programs. The University offers undergraduate degrees in more than 125 majors and advanced degrees in 128 program areas throughout its 12 highly regarded professional schools. Forty (40) UCLA doctoral programs rank among the top ten in their respective fields. U.S. News & World Report ranks UCLA first among public universities (2018–19), 19th overall among national universities, and 13th among its global rankings. Students are motivated and very talented. Approximately two-thirds of freshmen admitted have fully-weighted GPAs of 4.30 and above. Ninety-seven (97) percent of all first-year students live in University Housing. 

The Executive Director is responsible for campus-wide leadership and direction for all centralized career services dedicated to serving the leadership development and career readiness needs of undergraduate and graduate students. Reporting to the Assistant Vice Chancellor of Student Development & Health/Academic Partnerships, the Executive Director oversees an organization of 35 full-time employees and approximately 50 student staff members working across the following teams: Career Education and Engagement (advising and programming); Industry Relations and Experiential Learning (employer engagement, partner program, information sessions, career fairs, industry advisor board); Finance and Operations (human resources, facilities, payroll, budget, financial transactions); Marketing and Branding (communications strategy, social media, website, marketing assets); and Graduate Services (comprehensive career and professional development services for graduate students). The Executive Director also manages an annual budget of approximately $4 million. 

Developing and implementing a strategic, entrepreneurial vision for the Center that advances an integrated, collaborative student service operation leveraging resources that deliver innovative, user-friendly services and programs to highly diverse constituencies is a top priority of the Executive Director. Key to success will be the ability to forge strong partnerships with academic deans and program chairs, as well as other campus administrators in student affairs, alumni relations, development, and athletics. Extending the reach of the Center to meet students where they are is also keenly important. In conjunction with staff and campus partners, the Executive Director will lead efforts to enhance alumni and employer engagement to support the Center’s mission critical priorities, including the expansion of internships and other experiential opportunities, sponsorship initiatives, as well as cultivation of employment opportunities designed to align with career aspirations and to improve upon already enviable employment success rates for UCLA graduates. Additional responsibilities of the Executive Director include: continual assessment of programs and services against student- and market-driven priorities; development of active outreach strategies with particular emphasis on increasing engagement of historically underrepresented and/or marginalized student populations; and strategic deployment of available technology to strengthen communication, enhance access to services and resources, assess and report outcomes, and establish a data-driven culture. The Executive Director will serve on the Vice Chancellor for Student Affair’s senior leadership team, which works to support division-wide student engagement and success initiatives. 

A master’s degree and progressive record of professional experience in career services, student affairs, corporate recruitment, business, or development, or an equivalent combination of education and experience are required. A doctorate degree is preferred. The successful candidate will also demonstrate: an understanding of best practices fused with the management ability needed to lead a multi-function, comprehensive career services department, including the supervision of a large professional and administrative staff; communication and interpersonal skills to advise and collaborate with ethnically diverse groups of undergraduate and graduate students, alumni, Post Docs, senior executives within UCLA, and external constituents; strategic planning ability coupled with the facility to effectively prioritize multiple competing objectives while advancing projects and meeting deadlines; financial/budget acumen and capability to integrate revenue generating activity into budgetary operations; critical thinking and problem solving skills; and an ability to collect, analyze, and report data to senior administrators, faculty, and advisory groups, ensuring data-informed decisions regarding continuous improvement and evolution of programs and services responsive to documented needs. Additional capabilities that will be important in the selection of the next Executive Director include: extensive knowledge of technological applications for career planning and employment operations and the Web-based delivery of services to students, alumni, and employers; detailed knowledge of career readiness principles and practice as it applies to a highly diverse university population; working knowledge of evolving employment needs and practices of the private, government, education, and public service sectors; understanding of federal, state, and University regulations governing employment programs and practices, as well as the principles and standards of the National Association of Colleges and Employers (NACE); familiarity with student service philosophy and ability to work collaboratively with campus colleagues in the planning and delivery of student services; and demonstrated engagement in associations serving career services and/or employment professionals at the local, regional, and/or national level. 

Recruitment is planned through October 15, 2019. A resume with an accompanying cover letter may be submitted via the UCLA website at https://ucla.in/2Q7UZsy. The recruitment for this position is being managed by Spelman Johnson, an external higher education recruitment firm. Inquiries should be directed to Valerie B. Szymkowicz, [email protected]. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-539-2895 or UCLA Campus Human Resources at 310-794-0890. 

Visit the UCLA website at www.ucla.edu. 

The University of California is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

Assistant Dean, Career Planning Center
Fordham University School of Law
New York, New York 

Posted 8/15/2019 

Fordham University School of Law (Fordham Law School) is a leading force in legal education with one of the nation’s most select student bodies, an enduring commitment to academic excellence, and a virtually unrivaled record of graduate employment. The University was founded in 1841 and remains The Jesuit University of New York. Fordham Law School, established in 1905, builds on the University’s commitment to service and today offers three law degree programs—J.D., LL.M, and S.J.D—and an M.S.L. degree which is designed for non-lawyers. Fordham Law School offers dynamic academic programs including corporate law, intellectual property, information technology, and international law; an award-winning moot court and Alternate Dispute Resolution program; and numerous public service initiatives. Located on the West Side of Manhattan, as part of Fordham University’s Lincoln Center, the School leverages its strengths of community, faculty, devoted alumni, and place in the nation’s commercial and legal capital, providing an exceptional preparation for service-oriented lawyers, counselors, problem solvers, advocates, and leaders ready to address the needs of clients around the globe.  

As a key member of the Fordham Law School (FLS) senior management team, the Assistant Dean of the Career Planning Center (CPC) works closely with the Dean to enhance career opportunities for law students and alumni. The Assistant Dean reports to the Dean of the Law School and leads the CPC, which is the principal source of career support for approximately 1,200 JD students in the day and evening divisions. The Assistant Dean develops the strategic vision and direction for the CPC, sets policy, and oversees the counseling of students and alumni in their career development and job search strategies, as well as the design and implementation of CPC programming, execution of the on-campus interview program involving over 150 employers, and other key initiatives of the Center. Developing and sustaining relationships with employers—many of whom are highly engaged Fordham alumni—including the implementation of innovative marketing strategies to expand recruitment opportunities for students on a local, national, and global basis in legal, business, and public interest sectors is critical to supporting the professional aspirations of FLS students and the enviable placement success of the School. The Assistant Dean ensures the accurate collection and comprehensive reporting of employment data in accordance with protocol established by the Law School’s primary regulator, the American Bar Association, and provides employment statistics to FLS stakeholders, as well as US News & World Report and NALP. Additionally, the Assistant Dean collaborates with the Public Interest Resource Center, the newly established Center for Judicial Engagement & Clerkships, Alumni Relations, Admissions, and Student Affairs, as well as other administrative offices to address student-driven goals and objectives. Beginning in fall 2019, the Assistant Dean will be a vital partner in the ongoing development and implementation of a House system establishing more intimate communities within the institution to ensure that all students feel a sense of belonging, that all have mentors, and that all receive ample guidance as they develop their professional identity and prepare to begin careers as lawyers. The Assistant Dean cultivates an atmosphere of innovation and collaboration throughout a staff of 14 counselors and other administrators the Center’s budget.  

The position requires an advanced degree (Juris Doctor Degree strongly preferred), with a progressive record of experience in a career development or closely related role, including demonstrated supervision, innovation, and leadership. The successful candidate will possess excellent interpersonal, administrative, and management skills; strong communication skills as evidenced by written and oral expression; knowledge of the legal market and profession with an emphasis on the career development needs of contemporary law students; and experience counseling law students and alumni. Other preferred qualifications of an ideal candidate will include: experience with the NYC metro legal market; ability to identify and analyze trends in the legal profession; and a proven ability to foster cooperative environments and to work in a collegial fashion with individuals of diverse backgrounds and experience. 

Review of applications will begin September 9, 2019, and continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions. Nominations for this position may be emailed to Valerie B. Szymkowicz at [email protected]. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895. 

Visit the Fordham University School of Law website at: www.fordham.edu/info/20346/school_of_law  

Fordham University is committed to excellence through diversity and welcomes candidates of all backgrounds.
Fordham is an Equal Opportunity Employer –Veterans/Disabled and other protected categories.

Associate Provost for Community Engaged Learning
Roger Williams University
Bristol, Rhode Island

Posted 8/12/2019

Roger Williams University (RWU) is distinct among its peers in its rich history of seeding numerous and diverse community engaged activities across the institution and over many years. Within the past decade, RWU has become even more vigorously committed to applied learning, civic life, and community engagement efforts both within and outside of the classroom. University leadership, faculty, staff, and students have been collectively emboldened to “strengthen society through engaged teaching and learning” and “to serve the public good.” In fact, today, RWU often refers to itself as “the university that the world needs now.” 

In an effort to realize these institutional aspirations, RWU has been successful in ensuring that more than two-thirds of its graduating undergraduate class and many graduate students are successfully completing at least one semester-long project that empowers students to work on solving real-world problems with community partners. While this level of student engagement is unquestionably something to be proud of, ultimately, the University’s goal is to ensure that all RWU students – both undergraduate and graduate – become “Civic Scholars” during their tenure at the institution. In other words, RWU is committed to attracting, nurturing, and supporting students who wholeheartedly believe in the positive impact of community engaged activities and are keen to apply their knowledge and skills toward working on real issues with community partners locally, regionally, nationally, and internationally. Ultimately, the big picture vision for RWU is that through the Civic Scholar experience, students will become recognizable in their own communities – and beyond their life at RWU – for their desire to contribute to community, their commitment to the common good, their deep respect for local expertise, their steadfastness to work across differences, and their ability to successfully synthesize and apply multiple perspectives to complex issues. Looking to the future, and building on this articulated vision, there is an opportunity for RWU faculty, administrators, and staff to fully embrace and support the cognitive, affective, and behavioral development of all RWU students in order to ensure that all graduates are not only enthusiastic about community engagement but are also well-prepared for making beneficial contributions to the common good. 

RWU is seeking an Associate Provost for Community Engaged Learning (Associate Provost) who will rethink the ecosystem of community engagement activities at RWU. This leader will be housed in Academic Affairs and will report to the Vice Provost, with a dotted line relationship to the President of the University. To date, this elevated role has been well received by faculty, staff, administrators, and the board of trustees. Reporting to the Associate Provost is an interim director of the Community Partnerships Center and the Feinstein Center for Service Learning and Engagement. These offices are also staffed with a project coordinator and administrative assistant. 

More specifically, this Associate Provost will work with diverse constituents across the University and will be empowered to lead and strategically assess the civic scholarship efforts across the many courses, programs, schools and divisions on campus; and subsequently to develop recommendations for how these efforts can best be structured, organized, and coordinated for optimal delivery, quality, and growth. Given the University’s institutional priority around Civic Scholars, RWU is fully committed to investing the necessary resources to set this role up for success. 

This Associate Provost must be an entrepreneurial and strategic leader who can articulate and implement on an institutional-wide vision. The leader should be a persuasive advocate and champion of community engagement and experiential education and must have a track record of successfully working with a broad range of stakeholders within an academic context. This leader should also have experience with teaching, curriculum development, faculty development, outcomes assessment; be data and metrics driven; and have a demonstrated and sincere commitment to diversity, equity and inclusion. 

Isaacson, Miller, a national executive search firm has been selected to assist with this recruitment. All inquiries, nominations/referrals, and resumes with cover letters should be sent electronically and in confidence to:

Rebecca Swartz or Sydney Giller
Isaacson, Miller
263 Summer Street, 7th Floor
Boston, MA 02210

Roger Williams University is an affirmative action/equal opportunity employer and committed to a diverse workforce. All applicants will receive consideration for employment without regard to race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, disability, veteran status, or any other basis protected by applicable state and federal law.

Assistant Director of Experiential Learning
Western Oregon University
Monmouth, Oregon

Posted 8/1/2019

Department:                   Service Learning & Career Development
Recruitment #:               
Application Deadline:  
Preference given to applications received by August 8, 2019. Position open until filled.
Salary Range:                
$43,000 - $52,000

Western Oregon University’s offers an excellent benefits package for eligible employees which includes 95% premium paid healthcare, a generous retirement and vacation package, and reduced tuition rates for employee, spouse or dependent at any of the Oregon Public Universities. http://www.wou.edu/hr/benefits/

Department / Job Summary:
This is a regular, 12-month, full-time, unclassified position in the Center for Service Learning & Career Development (SLCD) at Western Oregon University in Monmouth. The Center for Service Learning & Career Development provides a comprehensive approach to career preparation, professional development, and service to the community through relevant and experiential education opportunities. SLCD aspires to develop aware, engaged, and thoughtful citizens who contribute to the greater community through action, change, and learning. http://www.wou.edu/slcd/  

The Assistant Director coordinates and manages experiential learning (EL) programs in SLCD, specifically internships, Alternative Break, and volunteering. The position provides leadership on promoting best practices, streamlines external and internal outreach for EL, spear-heads on- and off-campus efforts to raise the profile and number of quality of internships for WOU students, and increases access for students facing barriers to EL.

This position manages up to three student workers, meets with students exploring internships, and provides training and mentoring to Alternative Break leaders. The Assistant Director develops substantial and continuing contacts with businesses, industry and government representatives and/or recruiters in order to establish meaningful work-learn experiences for WOU students.   

We are not considering candidates who require Visa sponsorship support. Additionally, the university typically only considers visa support for employees placed in specialized positions that are continuing regular university appointments.

Minimum Qualifications:

  • Master’s degree required;
  • Skill in establishing effective working relationships with students,
  • Skill in establishing effective working relationships with staff of all levels, faculty, academic personnel, employers and alumni;
  • Experience advising students/clients involving career development/experiential learning issues and demonstrated understanding of career development issues;
  • Experience designing and delivering workshops/programs;
  • Experience and proficiency with incorporating the use of technology; excellent writing, presentation, and organizational skills. 

Preferred Qualifications:

  • Experience with experiential learning programs;
  • Knowledge of best experiential learning practice;
  • Experience working with a diverse group of people preferred. 

**A criminal background check will be required as a condition of employment

Application Instructions:  You may submit all materials online at www.wou.edu/prostaffapp

Required application materials (PDF preferred):

  1. WOU Employment Application available at www.wou.edu/prostaffapp
  2. Letter of application that addresses each qualification of the position. Please include how your experience, education, and/or training might help us build a more inclusive, collaborative, and diverse community
  3. Resume
  4. Contact information for three references
  5. Copy of unofficial transcripts for highest degree earned

As an alternative, you may also submit application materials to:

S1951, Director, Experiential Learning, Human Resources, Western Oregon University, 345 Monmouth Ave N, Monmouth, OR 97361; OR E-mail to [email protected]; OR fax to: 503-838-8144

Western Oregon University (WOU) is a mid-sized public comprehensive university located in the heart of Oregon’s lush Willamette Valley.  The university serves a large number of first-generation college students. WOU has received national recognition for its commitment and success in serving students.   The campus is about 20 minutes from Salem, the state’s capital, about 75 minutes from Portland, the state’s cultural hub, and a short drive from the Oregon coast, mountains, and other scenic areas. The university is located in an increasingly diverse, bilingual, and rural area in the Willamette Valley.  Our student body of about 4800 undergraduate and 600 graduate students enjoys a vibrant and close-knit intellectual community.

Western Oregon University is an AA/EOE/Veteran/Disability employer and is committed to fostering diversity in its student body, faculty, and staff. 

Last Updated on Thursday, January 16, 2020 09:39 AM