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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. 

Director, Cooperative Education
University of Idaho Career Services
Moscow, Idaho

Posted 7/11/2019

he Director of Cooperative Education provides leadership through developing and implementing of external cooperative education activities designed to uplift and benefit University of Idaho students and industry partners.

The DCE:

(1.) Engages with employers to identify, develop, and manage symbiotic relationships,
(2.) Leads the overall strategic planning and operational activities of the cooperative education program,
(3.) Identifies, develops, and coordinates job placement with employers,
(4.) Conducts in-progress assessment of student success in the work environment
(5.) Evaluates the total work experience via surveys and follow-up interviews, and
(6.) Prepares students on various aspects of entering the world of work, including, but not limited to, resume writing and interviewing skills.


Provides leadership and oversight by:

  • Assuming responsibility for compliance with federal and state laws, UI policies, and other applicable laws and regulations.
  • Conducting regular internal and external stakeholder meetings to advance co-op education, awareness, and program transparency.
  • Conducting an annual program review to refine the cooperative education mission and vision and better understand how said services support the University’s Strategic Action Plan and Learning Outcomes.
  • Researching and problem solving issues and challenges affecting cooperative education.
  • Representing, supporting, and advocating for cooperative education internships in meetings with donors, administrators, faculty/staff, and external constituencies.
  • Performing regular assessments to determine co-op effectiveness, priorities, and resource allocation as compared with peer institutions.
  • Developing collaborative co-op educational programs with internal departments and units to advance co-op opportunities and student participation.
  • Building external partnerships and cultivating strong institutional relationships with secondary institutions, private and public organizations, community partners, state agencies, and advisory boards.
Manages operations by: 
  • Overseeing the maintenance of accurate records of student information. Maintain up-to-date written guidelines outlining procedures to be used: application and qualification process, course/work schedules, date/calendar/deadlines, standard forms (job descriptions and liability agreements), outline expectations/requirements for students, employers, advisers, and administrators; circulate program descriptions through publications and electronic media. Maintain critical communications with supporting departments, i.e., financial aid.
  • Advancing a system to advertise important co-op internships with urgent deadlines.
  • Developing co-op internship information handouts.
  • Working with registrar and financial aid office to get student co-op internship notations placed on record to preserve “current” status.
  • Working with information technology support office regarding any problems with the co-op platform and database.
  • Designing and updating employer and student data sheet forms.
  • Preparing student usage reports annually and upon request.
  • Developing, implementing, monitoring, and assessing all grant related requirements associated with the cooperative education program.
  • Recruiting, hiring, training, and supervising time slip worker for data entry of co-op internship opportunities.
  • Developing, coordinating and delivering special co-op related events/projects as needed.
  • Actively integrating co-op programing into existing career office events (i.e., career fair, networking events, workshops, presentations, etc.).

Ensures quality experience by:

  • Monitoring quality of co-op placements and conducting site visits.
  • Conducting assessment and follow-up studies through electronic communications, direct mail telecommunications and classroom visits.
  • Crafting, coordinating, and disseminating co-op promotional materials i.e., news releases directed to employers, college administrators, faculty liaisons, student organizations, and targeted student populations. Directs special efforts to promote full use of career and employment services by students.
  • Collaborating with other departments/student services to effectively market co-op through outreach programming. Promote the accessibility of co-op postings as well as co-op job-search strategies. Conduct outreach to current/prospective students and family members to promote benefits of cooperative education. 

Engages in industry by:

  • Identifying co-op employers, soliciting their involvement in co-op program, and acquiring their co-op internship materials for U of I internship files.
  • Serving as a liaison with companies listing internships with co-op program.
  • Conducting site visits to local and regional employers to maintain relations as well as further expand co-op learning opportunities, promoting out-of-the-classroom experience and learning activity related to students’ academic studies and career direction. Participate in area business, not-for-profit associations, and chamber of commerce activities with emphasis on relation development.
  • Facilitating placement of students in positions related to their academic major, monitor students’ on-site assignments, and develop support documentation for academic credit and/or university recognition.

Facilitates co-op readiness programming by:

  • Conducting and coordinating career “readiness” workshops on resume writing, interviewing skills, and other pragmatic topics.
  • Collecting workshop evaluations from attendees.
  • Counseling and advising students regarding appropriate co-op career-related positions.
  • Reviewing individual resumes and cover letters, making recommendations for improvement.
  • Answering questions and helping students find resource materials.

Supports Career Services by:

  • Actively participating on the Career Services Leadership Team and departmental staff meeting.
  • Providing stewardship of resources.
  • Delivering excellent customer service to internal and external stakeholders.
  • Supporting cross area work efforts during career fairs and other career minded events.
  • Assisting with Career Office and SEM sponsored events and programs.
  • Performing other duties as assigned to advance the goals of Career Services and the University.

Required Qualifications

  • Bachelor’s degree in business, education, counseling, marketing, or related field.
  • 3 years progressive experience in leadership, supervision, program development, and assessment.
  • 3 years experience with programs and services that advance student success and persistence in areas such as internships, cooperative education learning, career planning, and, or academic advising.
  • Demonstrated experience developing collaborative partnerships.
  • Demonstrated experience working on data bases, spreadsheets, and using a variety of software. 

Preferred Qualifications

  • Master’s degree in business, education, counseling, marketing, or related field.
  • 5 years progressive experience working in a Career Services, Development, or academic support units at an institution of higher education.
  • Demonstrated experience developing, implementing, and assessing strategic initiatives.
  • 2-5 years progressive experience working in a cooperative education role.
  • 2 years of staff supervision experience.
  • Development experience (i.e., face-to-face visits, proposal development, identification and solicitation of MOU’s or gifts from individuals, corporations, and foundations). 

This positions is open until filled, however, applications received on or before July 22, 2019 will receive first consideration.


Please contact Eric Anderson, Associate Director-Career Development at (208) 885-6739, or at [email protected].

Apply online at:  https://uidaho.peopleadmin.com/postings/26983

NOTE: In lieu of a cover letter, the University of Idaho requires a letter of qualification that details how you meet each of the Required Qualifications, and any of the Preferred Qualifications. 

The University of Idaho (U of I) is an equal opportunity and affirmative action employer committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, people with disabilities and veterans are strongly encouraged to apply. In compliance with applicable laws and in furtherance of its commitment to fostering an environment that welcomes and embraces diversity, U of I does not discriminate on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, genetic information or status as any protected veteran or military status in its programs or activities, including employment, admissions and educational programs. 

Assistant Director, Experiential Learning (FP203A)
Old Dominion University
Norfolk, Virginia

Posted 7/11/2019

Career Development Services (CDS) at Old Dominion University is accepting applications for the Associate Director, Experiential Learning (full-time, 12 month) position. This position oversees and assesses the effectiveness of experiential learning across all six colleges. The Associate Director serves as planner, implementer, and evaluator of programs and services which serve and link students and alumni with each other and with employers in accordance with annual and strategic goals. This position also serves as a practitioner working with assigned population(s). The Associate Director designs, implements, and evaluates career programs and services for the assigned college in partnership with employers, faculty, and students. This position plays a central role in a network of relationships that links employers, faculty, and students to meet the career and experience needs of all three groups together with information, resources, programs, and services pertaining to Career Development Services (CDS), including career development, career planning, internships, practica, cooperative education, and graduate employment functions with particular emphasis on meeting the needs of students in that college while supervising the same functions and staff assigned in the Colleges of Sciences and Health Sciences. This position also works in coordination of CDS offering and the GROW Model, engages students early in the process, and supports CDS and SEES strategic goals. 

Required Education: Master’s degree in higher education, counseling, or related degree.

Required Qualifications: Considerable experience in experiential education, career, or employment area, including counseling, program marketing, job development and related technologies. Considerable management experience. Considerable understanding of experiential education, career counseling, and the job search and hiring process including legal issues. Considerable knowledge of employment related technology, including Internet and database resources. Considerable counseling and presentation skills, including related technology. Considerable ability to manage programs and personnel. Considerable written and oral communication skills. Considerable knowledge of academic programs, specifically experiential education. Considerable ability to relate to private sector, public, and non-profit employer representatives at all levels. Considerable excellent customer service skills. 

Review Date: The initial application review date for this position is August 1, 2019 and will remain open until filled.

To apply, please visit http://jobs.odu.edu/postings/10353. Old Dominion University does not discriminate in admissions, treatment, employment or access to its programs or activities on the basis of race, color, religion, national or ethnic origin, age, sex (including pregnancy), political affiliation, veteran status, family medical and genetic information, sexual orientation, gender identity, gender expression, or disability. Minorities, women, veterans and individuals with disabilities are encouraged to apply.

Assistant Provost for Residential Colleges & Experiential Learning
Vanderbilt University
Nashville, Tennessee

Posted 6/13/2019

About Vanderbilt University
Vanderbilt University, located in Nashville, Tennessee, is a top-15 private research university offering a full-range of undergraduate, graduate and professional degrees. Created from an initial $1 million gift from Cornelius Vanderbilt, who envisioned a place that would “contribute to strengthening the ties that should exist between all sections of our common country,” Vanderbilt is situated on a 330-acre campus near the thriving city center, serving more than 12,000 students and employing almost 7,000 faculty and staff.

Vanderbilt offers undergraduate programs in the liberal arts and sciences, engineering, music, and education and human development, as well as a full range of graduate and professional degrees. The combination of cutting- edge research, strength in the liberal arts, and nationally-recognized schools of education, medicine, law, business, engineering, nursing, and divinity, creates an invigorating atmosphere where students tailor their educational experiences to meet their goals and researchers collaborate to solve complex questions affecting health, culture, and society.

Vanderbilt provides a gateway to greatness, drawing the best and brightest students from across the nation and around the world. Vanderbilt alumni can be found in Congress, on the judicial bench, among the list of Nobel laureates, heading corporations, conducting innovative medical research, writing for and appearing on the stage and screen, and playing in the NFL and major league baseball.

The university is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award bachelors, masters, education specialists and doctoral degrees. Vanderbilt is a member of the Association of American Universities.

About Residential Colleges and Experiential Learning
Vanderbilt University's distinctive Residential Colleges and Experiential Learning offices are designed to encourage undergraduate students from varying backgrounds to learn together within shared communities, frequently alongside faculty members who help foster dialogue and discovery outside the classroom, while benefiting from co-curricular opportunities for research, community service, professional development, and creative expression.

Our Residential College System debuted in 2008 with construction of The Martha Rivers Ingram Commons for first-year students, made up of 10 residence halls on the southeast corner of campus. Building then shifted to West End Avenue, starting with Warren and Moore colleges for upper-class students, which opened in 2014 and E. Bronson Ingram College, which opened in 2018. The latest project, the to-be-named Residential College-A is scheduled to open in fall 2020. All of the houses and colleges comprising this system provide avenues and opportunities to support students' engagement with experiential learning at Vanderbilt.

About the Position & Responsibilities
The Assistant Provost, Residential Colleges and Experiential Learning, is the senior leader responsible for ensuring the programmatic integration of the residential college system with the major academic initiatives comprising Experiential Learning for undergraduate students at Vanderbilt University in accordance with the Academic Strategic Plan. This role will report directly to the Vice Provost for Academic Affairs and Dean for Residential Faculty.

The Assistant Provost will manage executive leaders from multiple units comprising Vanderbilt's co-curricular Experiential Learning as well as its residential college system, ensuring coordination of their work in concert with each other. The Assistant Provost will also interact frequently with students, faculty, and staff to create, revise and evaluate programs and related opportunities to promote student engagement. Responsibilities of the Assistant Provost will include:

  • Advance the academic mission of Residential Colleges and Experiential Learning as integrated units in support of the Academic Strategic Plan
  • Advise Campus Planning on future designs of Residential Colleges and related spaces created for use by Experiential Learning units
  • Supervise executive staff in multiple units
  • Manage the Residential College and Experiential Learning budget and forecast future fiscal needs that reflect organizational goals and learning objectives
  • Host students, alumni, and campus guests for occasional events on behalf of the Residential Colleges and Experiential Learning
  • Maintain long-standing relationships with key partners and stakeholders on campus, including deans and members of senior leadership
  • Foster new partnerships of strategic importance on campus and in the community

Profile of an Ideal Candidate:

  • At least 10 years of leadership experience within a higher education setting in a role requiring frequent interaction with faculty, staff, students, and alumni
  • At least 5 years of leadership experience within a residential college system at a college or university
  • Evidence of outstanding organizational and communication skills is necessary
  • Evidence of outstanding management skills as a supervisor of executive staff is necessary
  • Evidence of outstanding fiscal responsibility and budget management is necessary
  • Evidence of knowledge of current issues and challenges in higher education is necessary

Living and Working in Nashville

Nashville is consistently ranked as one of the best places in America to live and work. It is the largest city in Tennessee, and a recognized center for music, healthcare, publishing, banking, and technology services. The climate is moderate, with four distinct seasons, none of which are extreme. There is no personal income tax on earnings in Tennessee, saving the average relocating family between 3% and 10% of income – or a savings of $3,000 to $10,000 for every $100,000 earned.

The 10-county Nashville region is home to more than 1.8 million people and 40,000 businesses, with the city attracting more diverse new business from across the country than any city its size over the past 20 years.

The region is adding about 10,000 – 20,000 new jobs every year, in all sectors. Recently, Forbes ranked Nashville as the third best positioned city “to grow and prosper in the coming decade.” Nashville has over 12,000 acres of beautiful parks and a thriving, walkable downtown with a free bus and a bike-sharing system providing access to over 200 downtown restaurants and 124 performance venues for live music and the performing and visual arts.

The “arts participation” rate is nearly five times the national average. And, with 111,379 students in 18 colleges and universities, Nashville is the third largest college town in America.

Community Highlights in and around the Metropolitan Area:

  • Vanderbilt named #85 on “America's Best Large Employers”, the top employer in Tennessee and the Nashville metropolitan area for the 2nd year in a row, and as one of “America's Best Employers for Women” in 2019 (Forbes)
  • Ranked #4 “Brain Magnet” for gains in people with college educations
  • Ranked #7 as “Best City for Finding Employment Right Now” (Forbes)
  • Ranked #17 as “Best Place for Business and Careers” (Forbes)
  • The Gulch, an urban mixed-use neighborhood in downtown Nashville, is the first “Leadership in Energy and Environmental Design” (LEED) certified platinum neighborhood in America
  • Nashville is home to two of the top 100 K-12 public schools in America. (S. News & World Report)
  • Successful and well-respected NFL and NHL franchises
  • World-class symphony has received 13 GRAMMY® nominations and six wins
  • Ranked #1 “live music scene in America” (Rolling Stone)
  • Named a top city for foodies (Travel+Leisure)

Please apply online at http://vanderbi.lt/astprovostrescolleges

Vanderbilt University is an equal opportunity, affirmative action employer. Women, minorities, people with disabilities and protected veterans are encouraged to apply.

Apply Here:  http://www.Click2Apply.net/wfvqp4mntjn9fn7c 


Assistant Director of Gap Experience
St. Norbert College
De Pere, Wisconsin

posted 6/13/2019

St. Norbert College, a nationally-ranked, Catholic, liberal arts college is seeking an Assistant Director for the Gap Experience Program.  This is a one-year appointment from August 1, 2019 through May 31, 2020 and is responsible for helping coordinate the overall programmatic, logistical and curricular components of the Gap Experience. This program is designed to carry rigorous academic credit, while still working under the mission of Student Affairs to foster individual student leadership skills and other values-based life skills. 


St. Norbert College, a Catholic institution rooted in the Norbertine tradition, welcomes applications from members of all backgrounds and faith traditions. The College's mission emphasizes the Norbertine vision of community and includes providing "an educational environment that fosters intellectual, spiritual and personal development." We seek those who will contribute to our mission and support our commitment to building a vibrant, diverse and spiritually engaged community. MISSION STATEMENT

The College offers an outstanding benefits package including health, dental and life insurance; retirement plan; paid time-off and tuition waiver.

Applications received by June 26 are ensured of receiving full consideration.  However, applications will continue to be accepted until position is filled. To apply, please go here.

St. Norbert College is an equal opportunity employer and is committed to enhancing the diversity of our people, ideas and talents.  We welcome individuals with diverse experiences, backgrounds, and skills to join our college community in our pursuit of inclusion and excellence.  Applications from members of underrepresented groups are strongly encouraged. 

Last Updated on Wednesday, November 13, 2019 11:40 AM